Professional Documents
Culture Documents
Creativity in Learning
and Teaching
Innovation
Collaboration
Engagement
Contents
3 Interview with
Editorial
Professor Andy Parsons Dear Reader
4 Meet the Learning and Welcome to the 45th edition of Forum Magazine
Teaching Forum
which has the theme of ‘Creativity’. In my
8 The York Crime and role as editor I have the pleasure of recruiting
Criminal Justice Walk and responding to people who want to write
10 A teaching for Forum Magazine. I remain impressed by
collaboration between how many people want to share their ideas
the Department of so we can learn from each other. During the
Environment and
Geography and process of gathering articles for this edition I
University Estates have been genuinely excited by the range of inventiveness and ingenuity
Services demonstrated by staff here at York in how we conduct teaching and
12 Developing a enhance student learning.
diaologic pedagogy in
seminar teaching The lead article for this publication is unusual in that it has been co-
written by the team leaders of the four key roles that comprise the Forum
14 Play, practical,
committee (namely conference, workshops, magazine and blog). Glenn
participation:
Experiments with Hurst (Chemistry), Sally Quinn (Psychology), Anna Bramwell-Dicks (TFTV)
teaching the and myself (Sociology) offer our reflections on not only our roles but also
posthuman humanities the creativity we have discovered within ourselves (often unexpectedly)
17 Social media whilst serving on Forum. I hope that you find the insights interesting and
engagement in the that they inspire more of our readers to get involved with Forum led events
Department and activities in the future.
of Education
18 Creative innovation With all my best wishes for the rest of 2019.
in SEND practice in
Hong Kong Ruth Penfold-Mounce (Sociology)
20 Increasing student Editor
midwives' knowledge
and understanding
of the professional
regulation of midwifery
practice: Learning in
the moot court
22 York archaeology
students get hands-
on experience with
ancient technologies
24 Support, development
and recognition for
Learning and Teaching
For a large print, Forum is published biannually by the Learning and Teaching Forum at the University of York
black and white text Editor Ruth Penfold-Mounce ruth.penfold-mounce@york.ac.uk
version, please contact Sub-editor Phil Robinson-Self phil.robinson-self@york.ac.uk
learning-and-teaching- Editorial Committee Ben Poore, Glenn Hurst, Carmen Álvarez-Mayo.
forum@york.ac.uk Design and print Design and Print Solutions york.ac.uk/design-print-solutions
Front Cover image John Houlihan
H aving served on the Learning and Forum has responded (often through
I
ncreasing pressure is being exerted Teaching Forum since 2015 together collaborating with our Programme
upon academia in achieving, with being Chair of the group since 2018, Design and Learning Technology Team)
demonstrating and measuring I have had the pleasure of working with by advertising major events (workshops/
excellence in teaching and learning. a very diverse and talented collection conferences) through talking heads
Consequently there is no better time of academic and learning support videos, by recording relevant sections of
for staff and departments at York to staff. With representation across our such events via lecture capture to make
take advantage of the opportunities and institution, the Forum is a marvelous content accessible to all, by incorporating
training offered by the University of York community of colleagues working use of software for technology-enhanced
Learning and Teaching Forum. together on learning and teaching learning such as Padlet or electronic voting
The Learning and Teaching Forum is initiatives. Members of the group are systems into our programme of events and
comprised of an interdisciplinary team always looking to engage staff and by sharing our work through social media.
of staff (who all serve within Forum students from across the institution in I feel very privileged to be part of such a
for 3 years) from the University of York new ways to celebrate and share learning forward-thinking and creative team of staff.
who aim to bring together and support and teaching practice. It is through In my role as Chair, I have the philosophy
colleagues in teaching and learning. We working with such colleagues that I have to be as ‘enabling’ as I can. Upon team
work to celebrate and raise the profile of learned the most and been inspired to members suggesting new ideas, as a group,
learning and teaching, to provide staff- contribute in new ways. we discuss how we can work together to
led spaces for discussion of issues and The four major contributions of turn such visions into a reality that is of
to represent and refer staff views from the Learning and Teaching Forum are benefit to our institutional community.
our activities to the University Teaching to facilitate our Annual Learning and Personally, I get a lot of satisfaction from
Committee. At the heart of Learning Teaching Conference, to coordinate a working with Forum committee members
and Teaching Forum is our purpose to portfolio of workshops, to disseminate and seeing ideas transform into reality
nurture and disseminate creativity and news through our Forum Magazine and through collaborating with and supporting
good practice and contribute toward a to share important updates, perspectives one another.
consistent culture of quality. and digital content through our website Within our committee, I lead the
In this article we want to shed and blog. Since joining in 2015, it is clear organisation of our Annual Learning
some light on the inner workings of to me that members of the team have and Teaching Conference. This is the
the Learning and Teaching Forum by made significant efforts to maintain and flagship event that the Forum facilitates
exploring the key roles and activities advance the work of the Forum. Take and, once again, this has undergone
being conducted on an annual basis. We use of technology as an example: as transformation in recent years to be more
also want to emphasise how this diverse our institutional practice has evolved,
group of academics and learning support
staff are passionately committed to
improving learning and teaching at the
University of York and just how creative
and dynamic serving on the Learning and
Teaching Forum can be.
Through these reflections by Forum
committee leaders we hope to have given
some insight into the roles and challenges
faced by the Learning and Teaching
Forum particularly in terms of creativity.
Please do visit our website, blog and
twitter account @UOYForum. Do consider
signing up for the Annual Learning and
Teaching Conference, taking place on
:
The York Pedagogy
ISSUE 43 | SPRING 2018
hing
innovative teac Assessment
and learning & feedback
ISSUE 44 | SUM
MER 2018
Research-led
in pursuit of eteaching:
xcellence
Programme-
level learning
Students
as partners
Authentic
Academic
nt
assessmeSupport
and
Feedback
Adaptive
Comparative
Judgement
Chairing the
University’s Standing Embedding
Committee on research in
Assessment 18/07/2017 13:59
the curriculum
ue 42.indd 1
Student enga
in research prgement
35463_Forum_iss
39356_Forum_issue 43_SA.indd 1
21/03/2018 09:20 actice
Innovations in
research-led te
aching
6 Forum issue 45 | university of york 41670_Forum_
issue 44 a.indd
1
05/09/2018
16:27
feature
Forum website and blog lead: 21st June 2019, which is themed around
‘Creating valuable learning partnerships
in the contemporary university’. There
is also the opportunity to showcase
ANNA BRAMWELL-DICKS (TFTV) your efforts in enhancing teaching and
learning by writing for Forum Magazine:
just contact the editor. You can also
contribute to, or just attend, any of the
Forum workshops. Last but not least,
if you are passionate about pedagogy,
the student experience, research-led
teaching and improving learning and
teaching across the University there are
opportunities to apply for a position on
the Learning and Teaching Forum as
advertised in the Staff Digest. Forum
recruits members from all disciplines and
is a hotbed for academics and professional
services staff who are enthusiastic about
learning and teaching at York.
Ruth Penfold-Mounce
is Senior Lecturer in
Criminology in the
Department of Sociology
Teaching through
mobile
methods:
The York Crime and Criminal Justice Walk
Maggie O’Neill and Ruth Penfold-Mounce discuss how they have developed
and used a crime walk as a creative (and mobile) teaching method
The York
Crime Walk
Downloadable
Map (with
thanks to
Design and
Print Solutions).
T
he University of York Crime Walk body of research by Maggie O’Neill on students to theories and concepts in
(http://www.yorkcrimewalk.co.uk) is walking as a research method. There is a Criminology as early as possible and in
a self-guided walk through the city, long tradition of walking in ethnographic a mobile, engaged way)
following a route map of criminological and anthropological research, but not nn enhancing formative assessment
landmarks supported by downloadable in criminology; the York Crime Walk
sound files – so one can walk and listen aims to address this gap and use it as a Essentially the York Crime Walk was
to the narrative about that place or teaching tool. The walk emerged from developed as a research led pedagogical
site. It was developed by three students, discussions at the University Crime method to introduce students to
Harriet Crowder (3rd year undergraduate), Network and the BA Criminology Board Criminology and to York in an active,
Matt Coward and David Honeywell of Studies, in relation to: embodied and convivial way. It offers
(doctoral researchers in Sociology and nn supporting the implementation of the a critical pedagogic teaching and
Criminology), and two academics, Ruth York Pedagogy learning tool, especially in relation to the
Penfold-Mounce and Maggie O’Neill, all history, theories and concepts of crime,
nn delivering on innovative, engaged justice and punishment and accessed
based in the Department of Sociology.
teaching methods (to introduce or facilitated via the spaces, places and
The York Crime Walk builds upon a
R
esearch methods teaching is a data analysis strategies, work in the field ‘In the longer term a decision will have to be
fundamental part of most higher and lab to collect data and analyse and made as to whether to dig out the reed beds
education programmes which report the findings in the form of a written and replace the underlying layer of blast
require our students to be both consumers report. Module leaders act as supervisors furnace slag, which has a finite life of circa
and producers of research. However, in for the student projects. The option to ten years in terms of absorbing and holding
a review of the relevant literature Earley choose the topic of focus, real-world link phosphates. It may be however that phosphate
(2014) found that students often have and chance to gain a greater understanding levels in the surrounding landscape may have
negative attitudes towards research of their immediate surroundings appeared fallen sufficiently by then to only have to rely
methods training. A combination of active to motivate students to engage with on the bio-filter properties of the Phragmites.
and service learning allows students to the module. Whilst Gordon Eastham This will no doubt be determined by future
gain first-hand experience of designing (University Grounds Maintenance Manager) water sampling as part of environment
and undertaking research for the provided excellent help and support, in the student projects.’
benefit of others and has been suggested first few years of the module findings from
as an effective approach to increase the student projects were not in turn being Open comments in module evaluations
engagement and motivation. Here we communicated back to Estates. confirm that the two main aspects of
describe a teaching collaboration between The links between University Estates Environment Systems Project student value
the Department of Environment and and Environment Systems Project have been most are the chance to choose the topic of
Geography and University Estates Services greatly strengthened over the last three their projects and the real-world application
which allows students to develop skills years to both enhance the feeling of task of the skills they learn and their findings. The
in research project design and execution value amongst students and to ensure words ‘freedom’, ‘independence’ and ‘choice’
whilst generating important information that the important and often very high feature heavily in positive student feedback on
on the status of the campus environment. quality data generated within student the module. Furthermore, the open comments
All undergraduate and integrated projects is put to use. Since 16/17 Gordon often mention ‘the real-world application’,
maters (MEnv) programmes in the Eastham has been attending the module ‘closeness to real-world skills’ and ‘focussing
Department of Environment and launch and presenting students with the module on the Uni campus’ as aspects
Geography have a well-defined information on the key environmental students like most about the module.
progression in research skills training. issues of concern to his team on campus. Embedding work-related learning
Students undertake lecturer-defined Summaries of first class reports are now activities like this into curricula promotes
research at year 1 and student-led, group compiled into a report to Estates and work-readiness (Moreland, 2005). Many
projects at year 2 to prepare them for key datasets are also brought together of our students would like to move on to
undertaking a substantial independent and shared with Estates. Summaries of positions in environmental consultancy at
research project in the final year of student projects from 17/18 were recently the end of their degree programmes. This
study. A key progression point for year included as an appendix to the 2019- module gives them the opportunity to act in
2 BSc/MEnv Environmental Science and 2025 campus Ecological Management Plan a consultancy role for the University as they
Environmental Geography students is (https://www.york.ac.uk/admin/estates/ work in a team to meet a brief provided by a
Environment Systems Project. This module operations/grounds/biodiversity/ecological_ ‘client’. At the end of the module we provide
offers students the first opportunity management_plan.pdf). The plan also lays students with a template for text they can add
within their programmes to design and out goals for future projects done within to their CVs describing what the work they
undertake an authentic research project Environment Systems Project. undertook within their projects.
as part of a group. It is vital that students In 2018/2019, 31 students will have Our experience on Environment Systems
engage fully with this module in order summaries of their reports included in Project suggests in line with Earley (2014) that
to gain the skills and knowledge needed the report to Estates and will hence make experiential and service-learning are indeed
to successfully undertake the capstone important contributions to maintaining an effective way to teach research methods.
independent project. the environment on campus. This year There may be many more ways that the work
Since 2011/2012 Environment Systems our students will be advising on a range students do within modules can be used to
Project has focussed on students designing of topics including the nutrient-removal define and enhance aspects of the campus
projects on the University campus grounds efficiency of the reed beds on Heslington environment and life. Such initiatives will
with a specific focus on key objectives East, the total suspended solids loading not only enhance learning and motivation
laid out in the original Heslington East of the campus lake, and the success of but could also help to create a greater sense
Ecological Site Management Plan (ESMP). grassland development on Heslington East of community amongst students and staff
The module is centred on a series of thereby providing an important service to working across a wide range of sectors within
seminars and practical sessions in which University Estates. the University.
References
Earley, M. A. (2014) A synthesis of the literature
on research methods education. Teaching in
Higher Education 19: 242-253
Moreland, N. (2005) Work-related learning in
higher education. Learning and Employability
Series Two. York: ESECT and HEA
Developing a
dialogic pedagogy
in seminar teaching
Ben Poore from the Department of Theatre, Film and Television,
University of York, reflects on a pilot project to enhance interaction
and to encourage creative thinking in an introductory core module.
Because of this, you know, this whole study and the way
it's been set up, we have a very good framework for
moving on to next year and working with new people."
Comment from first year student on dialogic pedagogy during a reflective discussion
Introduction sought as one of its core principles to with the students each time (2016, p.3).
Seminar teaching is the most common maximise the value of students’ contact Although I didn’t fully realise it at the
form of staff-student contact for a time in order to propel independent time, this approach to learning and
number of essay- and presentation- learning. The introductory module on play teaching founded on dialogue, and on
assessed modules on our BA programme analysis that I had taught for a number a collective and reciprocal relationship
in Theatre: Writing, Directing and of years consisted of lectures, film between academics and students, fits
Performance. Yet it is unusual for new screenings, and seminars, and the final with the longer history of the University
students to receive any explanation assessment had always been an essay. I of York and its reputation for curriculum
of what a seminar is, what staff wondered: could working on students’ and learning innovation as one of the
expectations are for students’ conduct oracy and argumentation skills in the 1960s ‘plateglass universities’. Early
and participation, and how seminars are seminar room lead to better-constructed, experiments with course design aimed
meant to enhance learning. I worried that, better-argued essays? to bridge the gaps between the arts and
in my own teaching practice, seminars sciences, and to offer unconventional
could sometimes become a mixed bag What is Dialogic Pedagogy? study combinations (Perkin, 1969, p.119).
of activities whose value and purpose In his influential book, Towards Dialogic The English department pioneered
was not altogether clear. There would be Teaching: Rethinking Classroom Talk, experiments in examination methods,
‘housekeeping’ announcements (‘Don’t Robin Alexander (2006, p.28) sums and English and History broke down
forget to sign up for the theatre trip’); up dialogic teaching as collective, barriers between subject areas (Beloff,
there would be discussion activities; reciprocal, supportive, cumulative and 1968, p.51, pp.100-101).
there might be miniature, impromptu purposeful. Alexander stresses the notion Drawing on these prior publications
lectures, even though this module, like of a teaching repertoire: our ability to and examples – and in the process
most others on the programme, already respond to situations with a wide range of trying out different techniques – I
has timetabled lectures. As a lecturer of techniques (2006, p.29). Moreover, developed my own principles of dialogic
in a creative arts subject, I imagined Skidmore and Murakami, drawing on pedagogy. For me, dialogic pedagogy asks
that my seminar teaching – and that the seminal work of Paolo Freire, stress seminar leaders to focus on:
of my colleagues – would already that dialogic pedagogy is not simply a
nn The quality of the questions that the
be fairly dialogic, interactive and technique that can be transposed into any
seminar leader and the group ask,
dynamic. However, I wanted to test that setting but an epistemological position,
and their value in moving discussion
assumption, especially in the light of the and is constructed around knowing as a
forward;
York Pedagogy, the University’s recent social activity; the teacher is the leader
programme design initiative, which of the learning activity but re-learns nn Building students’ competence
pation:
Media, discusses the value of creative and reflective play through the
lens of an undergraduate humanities module.
C
ritical thinking is at the heart of On DCAS and their other humanities
the humanities. Through methods modules, students reflect on the role of
such as Socratic dialogue (Mitchell technology in contemporary society and
2006), seminar discussion (Parker and how interactive media have changed the
Hess 2001) and the essay as assessment way we live, think, work and play.
(Henderson 1980), the humanities teach In the first two years of running
skills of independent thinking, sustained this module, I taught in the traditional
debate, tolerating ambiguity, and arguing lecture-and-seminar format, bound with
with lucidity, rigour and precision. a swathe of independent reading directed
As digital technologies change our through set “essential” and “additional”
daily lives (for better or worse), studying texts. It worked fine, but I always felt
the humanities evolves in tandem. In the something was missing – some kind
2000s, the “digital humanities” signified of practical engagement to make the
an intellectual turn in mainstream theoretical issues palpable, to supply
humanities research, spotlighting concrete examples on which students
the exploitation of computational and could anchor deep reflection. In short:
networked technologies to transform to educate the posthuman humanities
(with varying assessments of success) scholar. I thus devised Interactive Media
scholars’ treatment, reading and Play, usually shortened to “IM Play”, or,
understanding of humanities texts. sometimes, “Play session”.
Humanities teaching likewise branched
into creative practices such as critical Interactive Media Play
making (Ratto 2011), creative exploration I chose the keyword, “Play”, to connote
(Gauntlett 2007) and digital craft (Losey fun and excitement, but also out of
and Meinrath 2016), incorporating hands- inspiration from Johan Huizinga’s
on engagement into the cerebral sphere thesis in his book, Homo Ludens (1949),
of humanities learning. In these respects concerning the primacy of play in the
we also re-think ourselves, edging onto nature of humans (and all mammals) and,
what Sidonie Smith (Smith 2015) calls in turn, the generation of culture. Play
the “posthuman humanities scholar”, is thus something fundamental to our
“prosthetically extendable” to networks, being, and understanding of ourselves
code, creative practice, design and digital and our world. In small echoes, I also had
architecture, where “ultimately, thinking in mind the references to play in Charles
is a collaborative affair of multiple actors, Dickens’s Great Expectations, particularly
human and nonhuman, virtual and where Miss Havisham, pursuing twisted
material, elegantly orderly and unruly.” revenge for her scorned love, initiates
(Smith 2016, np) the mad relationship between Pip and
Keeping in mind this flux in the Estella, only children then, by barking her
discipline, two years ago I started order to them: “Play!” There is thus also
experimenting with a new kind of subversion in playing – one that borders
teaching session for my module, Digital on creative destruction – which I felt was
Culture, Aesthetics and Storytelling not unfitting the nature of humanities
(DCAS), a first-year 30-credit humanities thinking and critique.
module on the Interactive Media (IM) BSc So – what is IM Play? In short, it is a
programme, which I also lead. Within this two-hour long weekly session held in a
interdisciplinary programme, IM students computer lab where students play, read,
learn from their other modules a range of scroll, click or otherwise engage with and
coding, media production and design skills. reflect on various digital media objects.
To elaborate: in presenting your own views and in In the larger picture, posthuman
i) MEDIA OBJECTS responding to those of your classmates. humanities environments will
I first curate a series of media objects It is a shared academic space. surely continue to evolve with their
which reflect the issues of the module. throughlines of computational literacy,
These range from games to interactive Feedback multimediated self-presentation,
fiction to websites to mobile apps. Some Student response on Play has been very networked knowledge communities,
may be accessed online; others may need positive. Feedback over cohorts in the last and collaborative thinking involving
special installation. Still others may 2 years reflect that 80%-87% of the class not only human scholarship but also
require additional kit, such as Google definitely or mostly agreed that: mediated spaces, lay people, robots
Cardboards for a session we had with nn “The Play sessions helped [them] better and smart objects. I think sessions,
students engaging in Virtual Reality apps understand the topic” such as Play, that involve technology,
using their mobile phones (see main image practice and participatory inquiry
nn “Writing at the end of each Play session
opposite). I post information about the will become increasingly important to
helped [them] reflect more deeply on
objects on the VLE each week, including complement the top-down lecture and
the interactive media work”
their background and reviews, as well as the discursive seminar of traditional
instructions on the method of access. nn “Writing at the end of each Play session humanities teaching. Such sessions
helped them practise their critical not only represent teaching innovation
ii) STRUCTURE, ENGAGEMENT AND thinking and writing skills”; and for students learning in a changing
REFLECTION nn “The Play sessions were fun” discipline, but are also harbingers of
I begin with a 10-15 minute introduction the working habits and subjectivities of
of the week’s topic, the objects and, most Narrative comments include positive their futures.
importantly, pose questions for students’ references such as:
reflection as they engage with the media. nn Enjoyment and reflection (“I really References
The students then start playing. While enjoy these sessions, and find the
Gauntlett, David (2007) Creative Explorations: New
I plan for approximately an hour’s worth Approaches to Identities and Audiences, 1st edn.
writing in the Google doc really useful London: Routledge.
of activity (taking into account an average for practising thinking deeper about a Henderson, Euan S. (1980) “The essay in
amount of time needed to finish each topic”); continuous assessment”, Studies in Higher
object), students play at variable rates and Education, 5(2), pp. 197-203.
inevitably finish at different times. I set nn Exposure to new work (“very good way
of showing students more niche pieces Huizinga, J. (1949) Homo Ludens: A Study of the
a maximum time for engagement to give Play-Element in Culture, London: Routledge &
a structure, but if students feel they are of media that they wouldn’t necessarily Kegan Paul.
done or bored before that time, they can see otherwise”); Losey, James and Sascha D. Meinrath (2016) "In
switch to the next object or move to their nn Excitement and innovation (“The Defense of the Digital Craftsperson", Journal
reflections. new and fresh concept [of Play] was of Peer Production, 9, at http://peerproduction.
net/issues/issue-9-alternative-internets/
The last stage, then, is a reflective exciting, as was meeting people via peerreviewed-papers/in-defense-of-the-
exercise. Once students have engaged google doc”); and digitalcraftsperson/
sufficiently or reached the objects’ natural nn Inspiration for students’ own work, key Mitchell, S. (2006) “Socratic Dialogue, the
ends, they open a shared Google doc, to the emphasis on project work in the Humanities and the Art of the Question”, Arts and
again prepared beforehand and accessed Humanities in Higher Education, 5(2), pp. 181–197.
IM programme (“I was able to think
through a link on the VLE, on which they Parker, Walter C. and Diana Hess (2001)
more critically about how structures
type their thoughts and responses to “Teaching with and for discussion”, Teaching and
can translate into interactive media Teacher Education, 17, pp. 273-289.
the questions posed. This gives students and it gave me some inspired ideas Ratto, Matt (2011) Critical Making: Conceptual
a space to reflect more deeply on the that I would love to work on myself.”) and Material Studies in Technology and Social
issues inherent in the objects, as well as Life, The Information Society, 27:4, pp. 252-260.
to practise critical thinking and writing Conclusion Smith, S. (2015) Manifesto for the Humanities:
skills. Being a shared document, they IM Play has transformed my teaching in Transforming Doctoral Education in Good Enough
can also read each other’s responses and opening up for me a new environment of Times, Ann Arbor: University of Michigan Press.
learn from one another’s views and ideas. pedagogical inquiry and communication Smith S. (2016) Interview by Scott Jaschik with
Finally, I reflect broad feedback on their Sidonie Smith: “Manifesto for the Humanities”,
where I am able to more deeply examine
Inside HigherEd, January 7, 2016, at https://www.
responses to the class in a VLE post or my theoretical issues with students insidehighered.com/news/2016/01/07/author-
lecture the next day. as anchored not only by examples discusses-her-new-book-manifesto-humanities
but also practice. The process of, for
iii) RULES example, moving through an interactive
A few rules, reiterated each week to the environment with deep reflection is just Dr Jenna Ng is Anniversary
class, are necessary to support the session as educational as reading Henri Lefebvre Research Lecturer in Film
and maximise its learning value: on the production of space. Working and Interactive Media in the
nn Engage sincerely with the objects; do together on the same document also Department of Theatre, Film
and Television, University of
not simply burn through the work opens up collaborative inquiry where
York. Jenna was a member of
just to get to the end. The goal here is students spark ideas off each other. It also the team which founded the
contemplation and reflection. helps to texture the module’s teaching, Interactive Media BSc programme, and currently
otherwise very much centred on words, acts as Programme Leader. Her research
nn Sign off all responses on the Google interests span the philosophy of technology,
Doc with your name. Take ownership and shows off the diversity of texts,
the posthuman, computational culture and the
of your thoughts and ideas. particularly relevant to IM students who digital humanities. She was awarded a Vice-
will be producing innovative and creative Chancellor’s Teaching Award in 2018.
nn Be respectful on the Google Doc, both interactive media in future. jenna.ng@york.ac.uk
Creative innovation in
SEND practice
in Hong Kong
Dr Sophie Brigstocke,
H
ong Kong benefits from a long practices for pupils with SEND and
history of responding to global training their teachers to facilitate this.
Educational Psychologist and influences on education reform The Education University of Hong
Lecturer in the Department and of involving the global community Kong (EdUHK) has been responsible
in its education policy planning and for delivering teacher training courses
of Psychology, with Ho Yeung teacher training. This is particularly since 2007 and in 2017 commissioned
Hastings Chim, Peter Quinn, and evident in the field of inclusive Dr Sophie Brigstocke, Educational
education for children with Special Psychologist and Lecturer in the
Mike Wray, discuss a creative Educational Needs and Differences Department of Psychology, Pete Quinn,
intervention in teaching training (SEND). Ever since the Salamanca formerly Director of Student Support
Agreement (Unesco,1994), the Hong Kong at the University of York and Dr Mike
and inclusive education. Education Bureau has been strongly Wray, an Independent Higher Education
committed to implementing inclusive Consultant, to develop and deliver a
(as opposed to segregated) education course on SEND. This 120-hour course
for Hong Kong teachers of English in
primary and secondary schools focused
on best practice in accommodating
children with SEND in the mainstream
classroom.
In 2018 we visited Hong Kong, twice
delivering the programme to more than
80 teachers. Whilst the course was
mainly delivered in classrooms on the
university campus, we were also able to
visit multiple schools across Hong Kong
(and into mainland China). This gave us
the opportunity to get to know teachers
and mutually reflect on the differences
between teaching practices in UK and
HK schools, often over food. This teacher
Helen Recchia, Programme or negatively impact public confidence in Implementing creative learning
the professions (NMC, 2018a). environments
Lead and Lead Midwife There may be a number of reasons During Stage Two of the BA (Hons)
for Education, explores why a midwife’s fitness to practice needs Midwifery Practice Programme, in the
investigating. For example, it may be a second year of the summer term, students
innovative ways to encourage personal reason that is having a profound undertake a 10 credit module titled
student understanding of and impact on their physical or mental health, The Professional and Legal Frameworks
or it may be an education and training Regulating Midwifery Practice. The
engagement with Nursing need of the midwife. The NMC register main focus of the module is for the
and Midwifery Council (NMC) has over 646,000 (94%) nurses and nearly student to examine the professional,
36,000 (5%) midwives on the register. To employer, civil and criminal aspects of
processes and the ways in put the referrals of nurses and midwives accountability (known as the four spheres
into perspective, the fitness to practise of accountability). To encompass one of the
which professional regulation committee states that there were 5509 module learning outcomes, which ‘examines
of midwifery practice can new cases of concern reported to the the role and function of the Nursing and
NMC in 2017/18. This equates to around 8 Midwifery Council in relation to the regulation
effectively support students’ referrals for every 1000 registrants (NMC, of the midwifery profession’ (University of
learning and the application of 2018). However, over 3000 of these cases York, 2018), one of the module teaching
were closed after an initial assessment sessions focuses on being ‘fit to practise’ as
theory to practice. was undertaken and a need for further a midwife.
investigation was not required. The routine use of simulated practice
What is fitness to practise in All student midwives require a for education and training have been
midwifery? sound understanding of the governance recurrently reported as an aid to students’
The Nursing and Midwifery Council (NMC) and processes that take place when a learning, particularly for connecting the
are the professional regulators for all midwife’s ability to work safely and theoretical components of a programme
midwives, nurses and nursing associates competently comes into question. All with practice (Alanazi, Nicholson and
in the United Kingdom (UK). Their role is qualified midwives must adhere to Thomas, 2017). Simulating an actual fitness
to guarantee public protection by making the professional standards which are to practise midwifery case promotes a good
sure that all practising registrants have published in The Code (NMC, 2015). balance of realistic expectations for student
the appropriate skills, knowledge and Therefore, it is imperative that a midwives about a fitness to practise
best evidence to practice safely (NMC, programme for midwifery practice hearing at the NMC, but without increasing
2018a). One way that the NMC regulate a includes an opportunity for student students’ anxiety levels unnecessarily. As
registrant’s ability to practise is by their midwives to fundamentally practice with many professional programmes, it is
fitness to practise committee. Part of the within The Code (NMC, 2015) and to essential that a safe learning environment
role of the fitness to practise committee explore the professional regulation and is encouraged so that student midwives can
is to investigate allegations of serious the main principles of The Code (NMC, feel comfortable sharing the observations
concerns about a registrant's fitness to 2015) for preparing for practice, in a safe and experiences they may have gained from
practise which could place patients at risk, and supportive environment. the clinical setting.
The benefits
The main aim of the session is for it to be an
informative, interactive and creative way for
students to consider the process a midwife
may be involved with when they are
qualified. Due to the nature of the content of
the session, the facilitator should approach
the session with sensitivity. The session
is undertaken in the ‘moot’ court room
in the Law School on the Heslington East
campus (see photos). ‘Mooting’ is the oral
and written presentation of an argument
on a legal issue or problem against an
opposing counsel and before a judge (York
Law School, 2019). It is one of the closest
experiences that a student can have whilst
at university to appearing in court, and can
be characterised as a legal debate.
All of the students (approx. 25) in the
cohort contribute to the session, and are
allocated a variety of roles to consider. One
student may for example role-play the
midwife who is being investigated; another ‘Court session, fun and informative’ (Student A Systematic Review Internet Journal of Allied Health
2, 2017/18). Sciences and Practice. Vol 15, 3: 1-24.
may represent their employer. Students
The Nursing and Midwifery Council (2018a)
can work in pairs or small groups and are ‘The court room session was also great for What is fitness to practise? [online] Last updated
asked to examine an ‘actual’ midwifery learning’ (Student 3, 2017/18). 27/09/2018 Available at: https://www.nmc.org.uk/
case and consider the possible sanctions concerns-nurses-midwives/dealing-concerns/what-
which the NMC could give to the midwife ‘Really enjoyed the court room simulation’ is-fitness-to-practise/ [Accessed on 21/01/2019].
who is being investigated. Latest hearings (Student 4, 2017/18). The Nursing and Midwifery Council (2018b) The
and sanction decisions are regularly Nursing and Midwifery Council Annual Fitness to
‘The court room exercise sounds innovative Practise Report 2017-18. [online] Available at: https://
published and available to the public on a
and exciting. I would be interested to hear www.nmc.org.uk/globalassets/sitedocuments/
month by month basis on the NMC website; annual_reports_and_accounts/ftpannualreports/
more about this and to attend if possible’
identifying current cases enables the annual-fitness-to-practise-report-2017-2018-web.pdf
(External Examiner, 2017/18). [Accessed on 21/01/2019].
students to consider the circumstances in
context. This exercise is an opportunity The Nursing and Midwifery Council (NMC) (2015)
Summary The Code: Professional standards of practice
for creative thinking but also a chance
Referral of a midwife to the NMC fitness and behaviour for nurses, midwives and nursing
for students to build on their existing associates [online] Available at: https://www.
to practise committee is not a common
knowledge in relation to the four spheres nmc.org.uk/globalassets/sitedocuments/nmc-
occurrence. Although the referral of a
of accountability and how this knowledge publications/nmc-code.pdf [Accessed on 21/01/2019].
midwife for investigation does not happen
can inform the decision they make during University of York (2018) Module Catalogue-The
on a regular basis, student midwives Professional and Legal Frameworks Regulating
the simulation. The session is also an
still require an understanding of the Midwifery Practice. [online] Available at: https://
opportunity for students to develop skills
processes and functions of the professional www.york.ac.uk/students/studying/manage/
and knowledge for life-long learning which programmes/module-catalogue/module/
regulation of the profession they are going
they can draw on in the clinical setting. HEA00026I/2019-20 [Accessed on 21/01/2019].
to embark on.
The decision they make for the case can be York Law School (2019) Mooting. [online] Available
The NMC are currently looking at a
compared and contrasted with the outcome at: https://www.york.ac.uk/law/current-students/
new approach for Fitness to Practise. One student-led/mooting/ [Accessed on 21/01/2019].
for the ‘actual’ case.
element of this will include new processes
designed to resolve cases for midwives
What do the students think? promptly. It will also consider more closely
The module has been consistently well- the importance of the context of a case for Helen Recchia is the
evaluated for over a decade by student registrants (NMC, 2018a). It is anticipated Programme Lead for the BA
(Hons) Midwifery Practice
midwives at the University of York. that this innovative learning opportunity Programme in the Health
Positive comments made by students for student midwives will continue and any Sciences Department.
regarding the value of this particular changes the NMC are planning to make Helen’s previous experience
session are also frequently made when will be reflected in the session accordingly. as a practising midwife, and
the module is evaluated. Students have specifically the support of women during
For further information in relation labour gave her a particular interest in the
reported that this session aids in their to the NMC fitness to practise processes, professional regulation of midwives. Helen
personal and professional development please visit: https://www.nmc.org.uk/ has been the module leader for a number
and encourages an understanding of the concerns-nurses-midwives/dealing-concerns/ of years for ‘The Professional and Legal
function of the Nursing and Midwifery Frameworks Regulating Midwifery Practice’
what-is-fitness-to-practise/ module, which is taught in the second year
Council. It is often reported as their most of the midwifery programme. Helen also
enjoyable session in the module. References has experience of supporting midwives
Alanazi, A.A. Nicholson, N. Thomas, S. (2017) The and facilitating women to make informed
‘Very engaging, especially the court room’ Use of Simulation Training to Improve Knowledge, choices in her previous role as a Supervisor of
(Student 1, 2017/18). Skills, and Confidence Among Healthcare Students: Midwives. helen.recchia@york.ac.uk
York Archaeology
students get hands-on
experience with ancient
technologies Figure 1 Replica flint projectile
Aimée Little, Lecturer in Archaeology hafted with birch bark adhesive
S
tone tools are one of the most flint tools are manufactured, including now being used for practical teaching
ubiquitous artefact types found on the different technologies and typologies. and research; most of which centres on
archaeological sites. Such artefacts All of which came in very handy for the reconstructing ancient techniques and
mostly date to prehistory although it exam when students were tested on their processes involving different forms of
is not unknown for them to be found ability to recognise and record replica flint prehistoric material culture.
on historic sites too. Thus, for anyone artefacts from our new reference collection! Having outdoor classes at the YEAR
wanting to pursue an archaeological Knowing how stone tools were made Centre is providing students a unique
career, having a basic ability to recognise in the prehistoric past is one thing; opportunity to get hands-on experience
a natural piece of flint from one that has knowing how they functioned, or might as to how tools functioned. Knowledge
been worked and therefore an artefact is have functioned, is another. Using tools about tool technology is put into “real life”
fundamental. to butcher and scrape hides is not easy application, with students using replica
It was this critical gap in our current (or recommended!) in a classroom so stone tools to work a diverse range of
curriculum that I wanted to fill when classes need to happen outside. The recent contact materials that would have been
I applied for Strategic Learning and development of an on-campus facility, the used in the prehistoric past, including:
Teaching Funds. The application was YEAR (York Experimental Archaeological butchery, scraping hides, extracting plant
successful, and as a result, Archaeology Research) Centre, located in a grove of fibres, scaling fish, scraping wood, grooving
has now developed an extensive reference trees behind Wentworth College, is antler, grinding pigments and many other
collection of replica tools that are being activities that would have been undertaken
used for practical teaching sessions (Fig. 1). daily by prehistoric people. By using the
These replica artefacts have been replica tools themselves, students are able
instrumental in giving hands on practical to gain a much deeper understanding of the
experience for undergraduate students potential and limitations of how different
who are studying Material Culture and tool types functioned.
Experimental Archaeology (Fig. 2 and
3). By combining short documentaries, Creative assessment
set readings and handling/analysing the This outdoor/experiential learning,
replica artefacts, students were able to moving archaeological seminars from
develop a deeper understanding of how lecture theatres to an environment
which could be mistaken as a prehistoric
campsite (!), is proving extremely popular
Dr Aimée Little is a amongst students. Enrolment for this
specialist in Northwest year’s Experimental Archaeology module
European hunter-gatherer has reached capacity. Rather than write
material culture and
funerary archaeology. She is
a more conventional essay or critique,
also the Director of the York students are asked to write up their
Experimental Archaeological experimental archaeology research in
Research (YEAR) Centre, which she founded in the format of a journal article, with
2015. She is currently PI for HARP (Hermitage Figure 2. My colleague, Dr Don Henson,
teaching basic flint technology to second year the best team-written article being
Archaeological Research Project) which is
investigating Ireland's earliest known burials. undergraduate students using our new replica submitted for publication. This form of
aimee.little@york.ac.uk flint artefact reference collection assessment has also proved popular with
students in that it allows them to develop job, whilst opening up a diverse range of
key skills in collaborative academic career options beyond the classroom.
writing - in an article style, whilst also
providing an opportunity to have their Conclusions
research published. With postgraduate The development of these flint artefact
degrees, in particular funding for PhDs, teaching collections came at just the right
ever-competitive, graduating from an time. Archaeology has opened a new facility,
undergraduate degree with a publication bringing together HYMS and Archaeology
is one way that Archaeology is helping staff under one roof. The PalaeoHub
students get a head start in their careers. facility, located in front of Wentworth
College, contains several new laboratories
Essential skills including one for Material Culture, and
Learning through hands on flint analysis, a store for teaching/research collections,
thanks to our new replica collections, where our stone tool replicas are now
is another way that Archaeology is housed. In conjunction with the YEAR
enhancing career prospects. With Centre and neighbouring BioArCh facilities,
an increase in major infrastructural Archaeology at York is fast-becoming
development and commercially-led recognised as a world-leading institute for
archaeological projects, a greater the scientific study of artefacts.
number of our graduate students are We have many exciting future plans for
taking up contracts in the commercial our replica stone tool collection: including
archaeological sector. Having these use in widening participation activities,
essential skills, which enable students visiting/teaching archaeology in primary
to recognise flint artefacts during schools, university open day events and so
excavations and/or assist in their forth, as well as continuing to provide both
recording post-excavation, is an Figure 3. Second year student, Hannah Benton, undergraduate and postgraduate students
important way of ensuring that university coming to grips with stone tool technology and the opportunity to literally get to grips with
leavers are equipped with a CV that gives recording methods during one of our practical ancient technologies through hands-on
them the best opportunity to secure a seminar sessions. practical experience.
nn Presentations
nn Workshops
nn Poster sessions
nn Lightening talks