Technology Enhanced Learning at Sussex

Previous DARE To Transform webinars and events

Previous Dare to transform workshops

DARE to Transform, a University-wide initiative and umbrella network for a range of initiatives to enhance scholarly practice, encourage educational experimentation, and foster academic enquiry.

These are previous DARE To Transform seminars and webinars that have run with guest speakers speaking about topics relating to Education and scholarship. To find recordings of past sessions, see the DARE To Transform canvas site.If you would like further information about the DARE To Transform network please contact us DARE@sussex.ac.uk.

DARE Community of Practice is open to all staff on the Education and Scholarship career track. The CoP aims to connect colleagues with other faculty on the pathway, inform personal scholarship planning, and nurture the development of scholarly activities and outputs. Please see DARE's Community of Practice lightning talks for more information.

Previous DARE workshops

Academic Year 2020/21

The current pandemic has dramatically reshaped both the context and opportunities for engaging students through learning communities. Organised over a whole semester, this series of bespoke staff-centred workshops aims to accompany staff in their development of effective ‘learning communities’ approaches to cultivating student learning and engagement in online, blended and in-person teaching and learning contexts. Workshops can be attended individually or as part of a series. Dates for the remaining workshops in the series will be publicised in due course.

Workshop 3: Working with Group Roles and Student Feedback on the Module (Middle of Semester)

The middle of semester offers concrete opportunities to reflect on ̶ and reset ̶ the work of the learning community as part of an ongoing process of cultivating student engagement. This third workshop in the series focuses on two key areas: first, it explores opportunities for working with group roles and second, it maps out possibilities for working both proactively and creatively with students’ mid-semester feedback on the module.

Key features:

  • Semester-relevant, research-informed and practical workshops
  • Teams site for sharing of best practice
  • Access to a reflective tool to support building online learning communities
  • A regular programme of drop-ins
  • Bespoke resources

About this event

This talk was delivered by guest speaker, Dr Edd Pitt, for the University's DARE to Transform network. For more information, visit the DARE to Transform Canvas site

In this talk I will discuss how I and several colleagues in the UK and Australia have investigated the scholarship of assessment & feedback practice. I will sketch out the various areas of academic practice that relate to assessment & feedback and how one can harness the power of their own and their colleague’s experiences. Specifically, I will explore the nexus between practice and scholarship and how this can be utilised to good effect for academic publication. I will highlight methodological challenges and potential quick wins colleagues can utilise to make the progression from practice to publication.

About Edd

Dr Edd Pitt is the Programme Director for the Post Graduate Certificate in Higher Education and Senior Lecturer in Higher Education and Academic Practice at the Centre for the Study of Higher Education, University of Kent. Dr Pitt is also a Visiting Fellow at Deakin University, Australia within the Centre for Research in Assessment and Digital Learning (CRADLE). His principal research field is assessment and feedback with a focus upon staff and student emotional processing during feedback. In his most recent research, he has been collaborating with academics in the UK and Australia to further understand how educators and students develop feedback literacy.

To view this recording please visit the DARE To Transform Canvas page

About this event

This talk was delivered by guest speaker, Professor Lin Norton, for the University's DARE to Transform network.

Reflective practice has had widespread currency in higher education partly due to the work of Donald Schön who, in 1983, wrote his influential book: The reflective practitioner: how professionals think in action. Much of what Schön was advocating then, still has relevance today. However, reflection on our practice is not without its critics. In this seminar I will ask the question: ‘What does it mean to be a reflective practitioner and what are the potential advantages and disadvantages?’

Mindful of the complex and competing pressures on all of us who work in higher education, and the time we have available, I shall argue for a pragmatic approach in which reflective practice can serve several different aims in our working lives. The most important aim is to develop reflective practice into an approach that enhances our students’ learning, which can be done in many ways. Reflective practice can also enable us to contribute to the scholarship of teaching and learning (SoTL) as well as align with opportunities for us to engage with pedagogical (action) research. I will encourage participants to draw on their own teaching and learning experiences or issues to explore how reflective practice might be of benefit.

About Lin

Lin Norton is professor emerita at Liverpool Hope University where she continues to research and publish in Higher Education pedagogy, using her research skills as a psychologist. Before retiring, Lin was Dean of Learning and Teaching and developed pedagogical action research as a community of practice within Hope; this work was recognized nationally in 2007, when she was awarded a National Teaching Fellowship. In her ‘retirement’, Lin continues to champion higher education pedagogy and is invited to give workshops and seminars in the UK and abroad. She has written extensively on the subject and a detailed list of her publications can be found on her website: http://www.linnorton.co.uk/. She is also on the editorial board of the SEDA journal Innovations in Education and Teaching International.

To view this recording please visit the DARE To Transform Canvas page

This session was the first part of DARE to Transform Summer training series. Presented by Dr Tamsin Hinton-Smith and Dr Emily Danvers.This session is intended as a supportive space for all those wishing to develop their ideas and confidence in research and scholarship. It focuses on how colleagues might develop expertise from their own higher education practice and contribute to the scholarship of teaching and learning. 

The seminar covered  areas including:

  • Developing as a pedagogic 'expert'- harnessing what distinctive about your approach as an educator
  • Practical, theoretical and ethical questions around 'coming to research'
  • Develop communities of practice to learn and share your knowledge with others
  • Identifying and valuing research and scholarship opportunities

It is primarily aimed at research 'beginners' but we recognise that those coming to the session will have multiple experiences to draw upon from their wider academic and professional lives. The session will include opportunities for individual and collaborative reflection and ideas development through discussion and writing exercises, and suggestions for ongoing development. 

This session was held on 15th June 2021.

This session can be viewed in The DARE To Transform canvas site. Please follow this link to Starting with SoTL 1: Approaching pedagogic research

This event is by the University's DARE to Transform network. For more information, visit the DARE to Transform Canvas site.

This session provides guidance to staff required to apply for ethical approval for their scholarship of teaching and learning. Claire Smith's account of the highs and lows of pedagogical research ethics is complemented by Lauren Shukru's (Research Integrity, Ethics and Governance Administrator) technical insight into the ethical approval research process. Mr Tim Parkinson (Research Integrity Ethics and Governance Administrator) will also be presenting. 

Alongside providing practical guidance on the research process, this session also offers a space to ask questions pertinent to your own research.  

This session was held on the 29th June 2021.

This session can be viewed in The DARE To Transform canvas site. Please follow this link to Gaining ethical approval for SoTL 2

This event is hosted by the University's DARE to Transform network. For more information, visit the DARE to Transform Canvas site.

This session provides guidance to staff undertaking qualitative and/or quantitative research for their scholarship of teaching and learning. Presented by Professor Gabriella Cagliesli (University of Sussex Business School) and Professor Simon Thompson (School of Education and Social work).

Alongside providing practical guidance on managing and analysing data, this session also offers a space to ask questions pertinent to your own research.  

This session was held on the 20th July 2021.

This session can be viewed in The DARE To Transform canvas site. Please follow this link to Quantative and qualitative research for SoTL3. 

This event is hosted by the University's DARE to Transform network. For more information, visit the DARE to Transform Canvas site.

This session provides guidance to staff looking to publish their scholarship of teaching and learning. Presented by Dr Wendy Garnham (School of Psychology).

Alongside providing practical guidance on where and how to publish your work, this session also offers a space to ask questions pertinent to your own research.   

This session was held on Tuesday 5th October 2021. 

This event is hosted by the University's DARE to Transform network. For more information, visit the DARE to Transform Canvas site.

Academic Year 2021/22

About this event

This talk was delivered by guest speaker Dr Anne Margaret Tierney,from Heriot Watt university for the University's DARE to Transform network. For more information, visit the DARE to Transform Canvas site.

Dr Anne Margaret Tierney from Heriot Watt university will be a guest speaker for the DARE To Transform network. In this seminar, Anne will be examining how teachers in higher education can develop their expertise in SoTL. Together we'll examine what SoTL is, how it has developed over the past thirty years, and how we can use SoTL to develop our practice. We will look at how SoTL transforms our understanding of teaching and learning, and how sharing practice and being involved in networks supports our development as SoTL scholars.

About Anne

Anne Tierney is an Assistant Professor in the Learning and Teaching Academy, Heriot-Watt University. She specialises in the Scholarship of Teaching and Learning, and Threshold Concepts associated with its understanding, completing her PhD in that area under Ray Land and Jan Smith at the University of Durham. She is currently Heriot-Watt’s Theme Lead for the QAA Enhancement Theme “Resilient Learning Communities”, and is Deputy Chair of the QAA Scotland sector work on Micro-credentials, having led a collaborative cluster on that subject in 2021-22 which brought together providers, users and employers to explore their use in higher and further education.

Anne is Assistant Director for Improving University Teaching (IUT), an annual international conference for higher education practitioners, and sits on the organising committee of Enhancing Student Learning Through Innovative Scholarship and Threshold Concepts conferences. She is part of the editorial team for the Journal of Perspectives in Applied Academic Practice (JPAAP), and reviews for Practice and Evidence for the Scholarship of Teaching and Learning in Higher Education (PESTLHE), Innovations in Education and Teaching International (IETI), Teaching and Learning Inquiry, Bioscience Education and Essays in Biochemistry.

This online event is open to all University of Sussex staff and will last one hour, please order with your Sussex email address. 

This was held on Thursday 10th March 2022, 1.30-2.30pm

To view this recording please visit the DARE To Transform Canvas page

About this Event

This talk was delivered by guest speaker, Professor Camille Kandiko Howson, for the University's DARE to Transform network. For more information, visit the DARE to Transform Canvas site.

Higher education pedagogical research is a growing field, but tensions remain in linking high quality teaching and high quality research. This session draws on a framework to support understanding of what constitutes internationally excellent research and explores criteria to guide discussion and to support individual and organisational learning. We will discuss how individuals and institutions can develop integrated academics, where emphasis is on both research and practice to inform pedagogy. The aim is to enable colleagues to develop the necessary tools and approaches to support understanding of educational research and adapt these within their disciplinary context.

About Camille

Dr Camille Kandiko Howson, PhD. Imperial College London, Associate Professor of Education in the Centre for Higher Education Research & Scholarship (CHERS). Camille is an international expert in higher education research with a focus on student engagement; student outcomes and learning gain; quality, performance and accountability; and gender and prestige in academic work. She is a Principal Fellow of the Higher Education Academy.

This was held on Tuesday 19th October 12.00-1.00pm.

To view this recording please visit the DARE To Transform Canvas page

 

About this event

In this seminar, Dr Dawne Irving-Bell will discuss her recent SoTL output,'The Courage to SoTL' and SoTL in more general terms.

Providing practical insight and signposting to resourcesand journals for scholarly output. Dr Irving will also highlight The National Teaching Repository as one such place which colleagues can use as a space to secure recognition for their SoTL practice.

About Dawne

Dr Dawne Irving-Bell is a senior Learning and Teaching Fellow (reader) at Edge Hill University. She is an award-winning educator,dedicated to raising the profile of SoTL.

She enjoys lecturing on visual thinking and advocates for technology and design education, for which she recently received a National Award sponsored by the James Dyson Foundationand The Royal Academy of Engineers. From her subject association in recognition of her outstanding contribution to re-shaping design and technology teacher education.

Dr Irving-Bell has also established The National Teaching Repository and leads AdvanceHE's Social Media for Learning Group. She edits the Journal of Social Media for Learning and is a member of International Society for the Scholarship of Teaching and Learning's (ISSOTL'S) Recognition Committee.

Dawne leads her University's GTA teaching-programme, the PGCERT Teaching in Higher Education Research module. As a Principal Fellow of the Higher Education Academy (PFHEA) leads on university-wide strategies to enhance student learning.

This online event was held on Wednesday 24th November 1.30-2.30pm

To view the recording please vist the DARE To Transform Canvas site. 

This event is hosted by the University's DARE to Transform network. For more information, visit the DARE to Transform Canvas site.

 

About this Event

A Dare To Transform Guest speaker event;

This talk considered the importance of “The Third Space” (Whitchurch, 2012) in promoting the work of teaching professionals, pedagogic practice, scholarly enquiry and impact in higher education. The talk discussed how promoting a culture of third space working can impact positively on scholarly enquiry and help to explore, reflect upon and champion the scholarship of education.  Through challenging the traditional organising principles of scholarship and practice in the academy, the talk will promote the importance of relationships and relational pedagogy by exploring in more detail the opportunities presented by integrated practice (McIntosh & Nutt, 2022).  The session also built on traditional Freirean philosophy of pedagogy and other models of relational and relationship-rich education (Lyle, 2019; Bovill, 2020; Felten & Lambert, 2021).  It was then applied using this thinking two four dimensions of third space working in order to provide further insight into the opportunities of working in this way, considering (1) relationships, (2) space(s), (3) legitimacies and (4) knowledges.

About Emily 

Dr Emily McIntosh is Director of Learning, Teaching and Student Experience at Middlesex University, London. Emily’s role at Middlesex involves cross institutional leadership for learning and teaching, including student transition, technology enhanced learning (TEL), academic practice, equality, diversity and inclusion (EDI), academic advising, and student engagement. Emily is a Principal Fellow of the Higher Education Academy (PFHEA) and a National Teaching Fellow (NTF). She is a member of the Executive Board and Trustee of the Heads of Educational Development Group (HEDG) and is also Academic Board Member of the NACADA Center for Research at Kansas State University, United States. Emily has always had a keen interest in blended and third space working and has published monographs, chapters and articles on a wide variety of topics from personal tutoring and peer learning to integrated practice. Emily is co-editor of the recently published monograph The Impact of the Integrated Practitioner in Higher Education (Routledge, 2022). She is on twitter: @emilythemac

 To view the recording please visit the DARE event page. 

For more information about DARE To Transform please visit the DARE To Transform Canvas site.

This event was held on Tuesday 14th June 2022 1.00-2.00pm

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