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Supporting student engagement

Dr Sarah Copeland, University of Leeds

Dr Sarah Copeland, Lecturer in Digital Education from University of Leeds was a speaker at PebbleBash 2024 and presented ‘All carrot and no stick’. Click here to watch the video with the full transcript or if you’re having trouble viewing the video above.

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I’m Sarah, and I’m actually a curriculum redefined lecturer at the University of Leeds, and I wanted to share a couple of projects I’ve been working on in my school, which is the School of Healthcare, in how to use PebblePad to help with those approaches and pieces of work that don’t have any credit bearing components.

So, you know, essentially, no assessment stick, and I’ve got my co pilot image there too. And I think I thought of it first, Ben. I’d like to take credit for that.

So, firstly, so I’ve got two projects anyway that I worked on. So one is, sort of in the spirit of curriculum redefined. So as Jeff kind of mentioned, some of the schools are further ahead than others in terms of how they’re embracing, meaningful structural change, but I’ve been tinkering in the spaces where I can.

And so in our nursing program, I looked at biology and another project called CaSSL, which I’ll come on to in a minute.

So, in the School of Healthcare, we have three undergraduate, three postgraduate programmes. So I’m mostly focusing in the undergraduate work space, although I’d like to note that all six of our programmes are now using PebblePad since I joined a year and a half ago, so yay.

Our nursing programme, we cover three of the fields, that’s child, adult, and mental health. And many of you will know just how intense the nursing student education work is. Okay.

Right. I’m now running behind. So, we have a biology theme, which runs through our nursing programme for all three of the fields.

And because we have a spiral curriculum, there’s no dedicated biology module, which means there’s no dedicated biology assessment. So we, allow our students to engage with the content through self-directed learning.

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Curriculum Transformation at the University of Edinburgh: co-creation and the relationship between local innovation and institutional change

Talk description: I will use the themes of reflection and experiential learning, skills development and assessment (including programme level assessment and changes in assessment practice) to explore this process in more detail. This includes the link between disciplinary and institutional curriculum reform, learning from local innovations and changes, and using this to inform University level changes and support.

Bio: My current position is leading the University wide Curriculum Transformation Project. This is a major and long term initiative for the University considering all areas of the University’s undergraduate and taught postgraduate curriculum. Prior to this Jon set up and led the Institute for Academic Development (IAD) at the University of Edinburgh. The IAD provides University level support for teaching, learning and researcher development, including direct support for students and staff, and support for enhancement and innovation in curriculum development, the student and researcher experience. Jon has a PhD in petroleum geology.

Mission Possible: The DNA of a bespoke professional development program

Talk description: The diversity of students in higher education dictates that there cannot (and should not) be a single ‘silver bullet’ approach to address the complex challenge of career readiness learning. However, the reality of modern university structures is that delivering bespoke experiences for each student is a challenge in and of itself.  And yet, all things are possible with creative use of PebblePad to streamline delivery (for the university) and make it highly personalised (for the student). 

Bio: Gayle Brent is a Learning and Teaching Consultant (Employability) at Griffith University, Queensland, Australia. Gaye’s specialist area of interest is developing and implementing strategies to enhance staff and student understanding of employability in both curricular and extra-curricular contexts. She completed a Master of Education and Professional Studies Research to explore the potential barriers and challenges to embedding employability-based learning in higher education curriculum and is currently completing a Doctor of Philosophy exploring the impact of an extra-curricular employability program on the individual student experience.

Dr Melissa Highton. Assistant Principal, University of Edinburgh

Talk description: A journey through the stories told by wicca data. How a neglected research data set was used by students to overturn historic injustice and shed new light on the lives of women in Scotland.

Bio: Melissa has worked for many years in higher education at some of the UK’s finest and most ancient institutions. In each place she enjoys discovering the hidden histories and less heard voices which can be surfaced in new ways using the most up to date and open technologies. She is a champion of playful and curious approaches to engagement with audiences on campus and online, and is an invited speaker at events about dangerous women.

Education is an Experience That Should Be Designed

Talk description: We have any number of problems and opportunities as universities, and universities must adapt to help students from diverse backgrounds develop the knowledge and skills they need to thrive and make a positive impact in the world. Key to those adaptations is understanding that we provide students with an experience. We ought to design them with intention and purpose. This talk with take up this argument and ground it within a large educational transformation project at the University of Leeds.

Bio: Jeff Grabill is Deputy Vice Chancellor for Student Education at the University of Leeds. Prior to joining the University of Leeds, Grabill was at Michigan State University (MSU) in the United States for nearly 20 years. He served Michigan State University as the Associate Provost for Teaching, Learning, and Technology. In that role, he was responsible for facilitating innovation in learning and educator professional development via his role as Director of the Hub for Innovation in Learning and Technology. Grabill’s research focuses on how digital writing is associated with citizenship and learning. That work has been located in community contexts, in museums, and in classrooms at both the K-12 and university levels. Grabill is also a co-founder of Drawbridge, an educational technology company.

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