About>Quality Enhancement Directorate>Learning and Teaching Conference 2016 Proceedings

Learning and Teaching Conference 2016 Proceedings

Welcome to the proceedings of the Learni​ng and Teaching Conference 2016 held on Thursday 7th July in Ogmore Building, Cardiff Metropolitan University, Llandaff Campus

Keynote Speaker

Professor Pauline Kneale - Innovative assessment for greater student engagement

The keynote speaker at this event is Professor Pauline Kneale, Pro-Vice-Chancellor, Teaching and Learning and Professor of Pedagogy and Enterprise at Plymouth University.  Please cl​ick here​ for Pauline Kneale's biography. ​​

Papers ​

The paper will reflect upon collaborative strategies between Cardiff Metropolitan University's Career Development Service and Cardiff School of Education to develop alternative methods of assessment for credit-bearing work-based/placement learning modules in the curriculum through innovative and authentic assessment strategies supporting the professional development of students.

• Sharing of best practice regarding the assessment of employability skills gained by students whilst undertaking work based placements.

• The creation of a 'community of practice' to take forward this work and identify synergies across the institution despite different challenges.

The paper will convey the iteration and student-centred impact of the 'Real World Project', a final year interdisciplinary live project undertaken by students from the BA Graphic communication programme within Cardiff School of Art and Design. 'Real World' provides students with opportunities to creatively respond to a real world brief, engage directly with clients, work with design industry mentors ensuring academic and professional coherence through managed time critical milestones and deliverables.

• Communication of the experiences, both positive and negative, of developing the project over the last 4 years.

• Propose a framework for using design methods as a means to structure live projects whereby the student is empowered to influence the client, rather than simply following instructions.


This paper provides a case-study account of two pedagogical interventions implemented in the development of a Master's module in the Cardiff School of Sport. A modified version of the 'flipped classroom' was implemented in order to shift classroom pedagogy away from a traditional (didactic) lecture experience. Specifically, the paper will critically evaluate the notion of the 'flipped classroom' as an approach to teaching practice and module design.

• Presentation of developments in a module that have taken shape over several iterations and, as such, will serve to disseminate some key learning accrued over the process.

• The audience will be given the opportunity to reflect on a non-traditional module design and, in particular, the merits and application of formative feedback and active learning approaches in both supporting and challenging students



Falling under the 'future-facing graduates' strand, this workshop will introduce participants to the most effective ways of engaging industry and employers in the curriculum for the benefit of their students. It will consider the concept and implementation of authentic assessment and gives examples of how authentic assessment has been used by the authors.

• Outline challenges and benefits of getting involved with authentic assessments and show how it can contribute to future facing graduates.

• Development of a community of practice of colleagues interested in employer engagement who can share tips and ideas, celebrate successes and establish good practice across the university.

Gareth Barham - Internationalisation, Cultural Immersion and Global Citizenship

This workshop refers to a recent Cardiff Met. Short Term Mobility Funded overseas travel visit to South Korea. The workshop will consider how participation in these activities is exciting and exposes our students to varieties of cultural experiences with a view to encouraging them to engage with global issues. What is not apparent is how we should ask our students to prepare for immersion into alien cultures, how we prepare them to respond to different cultural perspectives without prejudice, stereotyping or discrimination. 

• Provide a framework for managing student's emersion into other cultures and provides a means to measure the development of their inter-cultural capabilities upon their return.

• Give the necessary academic grounding to enable assessment design to incorporate the essential facets of intercultural competencies. It will enable staff to measure their own intercultural competencies and to develop a plan to engage with internationalisation of curriculum within their own teaching.  

Leanne Etheridge, Clare Glennan, Dan Heggs, Lalage Sanders, Alison Walker, & Jenny Mercer​ - Understanding Student Engagement Research Group

This workshop will comprise a series of 10 minute research presentations followed by a group discussion of this issues raised.  The papers presented combine both qualitative and quantitative research that examines the way in which students' expectations and experiences of higher education help us to understand student engagement in 21st century Britain.

• Topics: What students expect studying psychology to involve; How non-traditional students deal with term-time employment; How students understand the use of EMA and electronic feedback; How they adopt a pragmatic approach to their first year that militates against real engagement; How engaging with service learning impacts upon student motivation and behaviour; How mature students experience an increasing sense of control through academic growth and development; How we may be able to identify first year students at risk of 'dropping out'; How outreach students experience the transition to higher education.

Neil Davies - Inclusive Practice in Context

This workshop is to provide an outline of the changing landscape of support for disabled students in higher education i.e. from adjustments made on an individual basis to the need for a more inclusive learning and teaching approach at the institution.

• Development of awareness and knowledge of some of the issues disabled students can experience when engaging with learning at university. Academic staff can begin to reflect on their own practice and develop more inclusive strategies that would not only benefit disabled students but all students they teach.

• By sharing information with their peers and creating their own solutions staff are more likely to consider adopting more inclusive teaching approaches, as opposed to simply being given information on best practice. This approach provides a context for teaching staff and helps them see how these principles can be applied to their teaching.

The development of the Belonging Cube and the subsequent creation of the Transition Tube, represents a new approach to getting students to reflect upon their study, and the process of transition through which they pass.  This workshop will provide participants with the opportunity to discuss and create activities to support student transition, and how they might use or create artefacts such as the cube or the tube to help students to reflect upon this process.

• Consideration of appropriate transition points, and the creation of a transition resource or activity.  In addition participants will consider more creative ways within which transition and reflection upon transition might be captured.

• Participants to reflect upon their own teaching, and how they might promote greater reflection from their students.

Speech and Language Therapy is a vocational course, which requires the students to integrate theory and practice. At level 5, the students have a case based module which uses examples from paediatric and adult cases to support them to integrate theory and clinical experience. Each case includes content presentations from the lecturer, individual group tasks and self-directed time. Teaching is flexible, and can be led by the needs of the students.

• Dissemination of a way of working which increases student engagement as well as independence in their learning. Discussion of differing levels of support needed for level 4, 5 and 6 students.

• Illustration of the methods of teaching being carried out which could be employed in other teaching areas. Discussion with other lecturers involved in the teaching will also provide a forum for consolidation of our ideas.

David Aldous & Lucy Wheatley – Making the rules of assessment visible: A case study of the process' of pedagogic transmission and acquisition of EDGE skills within a Level Four Sport Development programme

F​ocus on the governance and delivery of teaching quality and student experience has resulted in Higher Education programmes seeking ways in which to further pedagogically support students in the acquisition of the knowledge and skills that underpin and Enable the Development of Graduate Employability (EDGE). Against this backdrop, this workshop offers insight into a pilot study focused on developing pedagogical practices that supported Level Four Sport Development students in the acquisition and application of EDGE skills, in this instance academic skills.

• Workshop outcomes will be used to establish a larger study, focusing on understanding how EDGE skills are transmitted and acquired across a range of other programmes within the university.

• Raise awareness of the project and initiate conversations with potential internal collaborators who may wish to be involved in the development of the project.

Showcase - Panopto ReView

In collaboration with Ade Clark from LTDU, Panopto Ltd will demonstrate the content capture system currently being rolled-out across Cardiff Met, and will inspire with case studies and examples of use across the UK Higher Education sector.​


Capture and Illustration

Chris Glynn

For this year’s LTDU conference, CSAD's visual facilitation team led by Chris Glynn, will be helping capture and illustrate the conversations that take place in and around the conference sessions. The activity will allow delegates to see what others have been discussing, to create a colloquial, metaphorical space in which you can reflect and extrapolate the key challenges and opportunities ahead. You are invited to draw in conversation with facilitators to or invite us to record your ideas. It's a conversation.
To read Chris's bio and see a recent example of the team's work, please click here​.
Further examples of their work can be seen here: ​https://chrisglynn123.com/2015/10/15/metaphorical-event-management-is-born.  To contact Chris, please e-mail: cglynn@cardiffmet.ac.uk