{"id":2363,"date":"2017-11-21T11:13:57","date_gmt":"2017-11-21T11:13:57","guid":{"rendered":"http:\/\/cti.westminster.ac.uk\/?page_id=2363"},"modified":"2017-11-21T11:13:57","modified_gmt":"2017-11-21T11:13:57","slug":"learning-and-teaching-symposium-2","status":"publish","type":"page","link":"https:\/\/blog.westminster.ac.uk\/ceti\/learning-and-teaching-symposium-2\/","title":{"rendered":"Learning and Teaching Symposium"},"content":{"rendered":"

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Westminster’s Learning and Teaching Symposium 2020 – an update from the Centre for Education and Teaching Innovation (CETI)<\/p>\n

This year’s Learning and Teaching Symposium, will now take place online. However it is possible that the date may move and CETI will keep you informed about this via Sharepoint and future editions of Westminster Weekly. So as to allow potential participants more time to prepare, the deadline for receipt of abstracts has been extended to 30th April.<\/p>\n

To submit an abstract please use the Symposium Application Form\u00a0\u00a0<\/a><\/strong>which also provides information regarding length and required contact details. CETI will also be interested to receive abstracts that focus on staff experiences of the move to online teaching and learning, its impact and examples of innovative practice.<\/p>\n

If you have any queries, please contact the CETI team on CETI@westminster.ac.uk<\/p>\n<\/div>

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Learning and Teaching Symposium 2018<\/h3><\/h3>
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Westminster Pedagogy: Making a Difference<\/h4>\n<\/div>
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The Westminster Learning and Teaching Symposium is an opportunity for staff to share innovations, contribute to debates and build networks and collaborations.
\nIn its first year of operation, Westminster\u2019s Centre for Teaching Innovation met, networked and consulted across the University with staff who teach and support learning and teaching and elicited that teaching and learning at Westminster has three key areas of distinctiveness:<\/p>\n

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  1. Transformative Learning and Teaching (e.g. critical pedagogies, digital learning, collaborative learning, cross disciplinarily, learner autonomy, innovative feedback etc.)<\/li>\n
  2. Diversity and Inclusion (e.g. valuing difference, co-creation, partnership, intercultural learning, multilingual learning, internationalising the curriculum etc.)<\/li>\n
  3. Inspirational Professional Practice (e.g. experiential, questioning, practice-focused learning etc.)<\/li>\n<\/ol>\n

    This year\u2019s Symposium provided an opportunity to explore in more detail these areas of distinctiveness and took place on 26 June 2018 at the Marylebone campus.<\/p>\n

    Here is the link to the\u00a02018 Symposium Progamme<\/a><\/strong><\/p>\n

    Keynote<\/strong><\/span><\/p>\n

    The keynote this year was delivered by Tansy Jessop<\/a><\/strong> who is Professor of Research Informed Teaching at Southampton Solent University. She thrives on developing intellectual curiosity in students through linking research and teaching, and through valuing the pedagogic relationship. In a climate of metrics, markets and mass higher education, Tansy believes in articulating a counter-cultural purpose for\u00a0higher education. She leads the \u2018Transforming the Experience of Students through Assessment\u2019 (TESTA) research and change process, strengthening programme approaches to assessment in more than 50 universities in the UK, India and Australia. Tansy’s interest in student learning is driven by democratic and participatory approaches to pedagogy. She began her career as a secondary school teacher in South Africa, completing a PhD on teacher development in rural KwaZulu-Natal in 1997. She has published on social justice in education, narrative inquiry, learning spaces, and assessment and feedback, technology and is working up a few pieces on research informed teaching and curriculum.<\/p>\n

    Presentations<\/strong><\/span><\/p>\n

    Please click on the links below to view the presentations at this year\u2019s Learning and Teaching Symposium:<\/p>\n

    Getting personal with ipsative feedback \u2013 Richard Paterson & Katherine Mansfield, SSH<\/a><\/strong><\/p>\n

    Practice and reliability of self and peer assessment and feedback \u2013 Iwona Wilkowska, WBS<\/a><\/strong><\/p>\n

    Evaluating the benefits of virtual training for students \u2013 Caroline L. Smith & Sarah K. Coleman, FST<\/a><\/strong><\/p>\n

    \u201cStep Back In Time\u201d \u2013 Digital transformation with student engagement in collaborative learning \u2013 Li Jin, FST<\/a><\/strong><\/p>\n

    We all know what excellent teaching is, don’t we \u2013 Gillian Rhodes, FST<\/a><\/strong><\/p>\n

    Learn to Code Application \u2013 Wendy Purdy & Anne-Gaelle Colom, FST<\/a><\/strong><\/p>\n

    Inclusive and Interactive Mathematics Support for the Biosciences – Chrystalla Ferrier & Paul Curley, FST<\/a><\/strong><\/p>\n

    Embedding Inclusive Course Design \u2013 Daniela de Silva, Student & Academic Services<\/a><\/strong><\/p>\n

    Using Action Learning to Inspire Compassionate Professional Practices \u2013 Kathryn Waddington, FST<\/a><\/strong><\/p>\n

    Primed, Prepped and Primped Reflections on enhancing student psychological well- being in tertiary education \u2013<\/a> Donna Jodhan-Gall, Lisa Matthewman, Jenni Nowlan, Nuala OSullivan, Zorica Patel, WBS<\/strong><\/p>\n

    Embedding Employability in the Curriculum Don\u2019t we already do that \u2013 Tony Burke, Centre for Teaching Innovation and ABE<\/a><\/strong><\/p>\n<\/div>

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    Some photographs of the day:<\/strong><\/span><\/p>\n<\/div>

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