Learning and Teaching Development
Excellence in teaching is at the heart of our missionView content
The Learning and Teaching Development team work closely with colleagues across the University to implement the Learning and Teaching Strategy. The L&T Strategy sets out the University's vision to enhance curriculum and pedagogy, to engage students in actively shaping their learning, and to foster a passion for excellence in learning and teaching among staff. The strategy underlines the importance of research underpinning teaching.
Learning and Teaching Strategy
The L&T Strategy sets out a vision of excellence in Learning and Teaching, concerned with curriculum, pedagogy, student engagement and the continuing professional development of staff. The purpose of the strategy is to guide all L&T activity towards systematic enhancement by setting shared goals for deliberate enhancements.
The LTD team work in partnership with colleagues and in synergy with academic processes and committees to ensure that pockets of good practice become systemic enhancements. The use of evidence-led approaches like TESTA inform curriculum and assessment design within periodic review cycles, while institution-wide L&T and Student Fellow projects drive innovation and enhancement. At the heart of our approach is a belief in evidence-informed practice, a passion for creating dynamic learning environments, and respect for disciplinary ways of knowing.
Faculty Academic Development Committees promote enhancements in the faculties. LTD devolves funding for faculty development and enhancement activities. Funding either supports Learning and Teaching Fellows, or enhancement projects. Funding across the faculties supports the Winchester Research Apprenticeship Programme (WRAP).
For more information about our strategy, see our policies and procedures section
Learning and Teaching Development Initiatives
Technology Enhanced Learning (TEL)
TEL is implemented in an evidence-based and systematic way at Winchester, in spite of the rapidly changing environment. The purpose of using technology is central to any innovation we support - the use of TEL at Winchester starts with why. Students play an active role in shaping the digital environment, and in supporting innovation at Winchester.
The University of Winchester co-led the JISC funded FASTECH project (Feedback and assessment with students using technology). This project pioneered the use of Student Fellows as catalysts in bringing about evidence-informed changes in teaching and learning. Building on this, the Head of TEL, Amy Barlow, has pioneered a Mobile Device Scheme which is run by Student Fellows, and promotes staff and student use of technology for pedagogical purposes. The Mobile Device Scheme is being extended to first year students in 2015/16.
FASTECH enabled staff and students to make technological innovations based on educational principles. For example, programmes used blogging as a way of encouraging students to undertake formative tasks. Other programmes improved feedback by using screencasting to personalise and enrich students' experience of feedback.
LTD has an evidence-based approach to using technology. Currently the University is piloting Canvas, a cloud-based virtual learning environment, to ascertain the benefits to student learning, and its capacity to facilitate excellent teaching. For us piloting means supporting staff and students through the process, and collecting rich qualitative and quantitative data from staff and students before we make decisions. It's worth it - even in the fast-moving world of technology.
Realising Engagement through Active Culture Transformation (REACT) builds on the success of student engagement initiatives at Winchester, London Metropolitan University and Exeter. REACT distils in-depth case studies from the three universities to demonstrate how initiatives reach beyond the 'usual suspects'. These evidence-based models will then be shared and embedded in a further ten universities.
- Research demonstrates strong correlations between student involvement in academic activities and positive outcomes in their intellectual and personal development
- REACT rests on evidence that (a) engagement matters, and (b) students are differentially engaged
- Key studies on students’ entry to university demonstrate that first generation, working-class students and students from minorities find it harder to flourish compared to middle-class students with the 'cultural capital' to engage
- REACT aims to engage a wide range of students including first generation, BME, students from non-traditional backgrounds, students with caring responsibilities, international students, mature students, disabled and commuting students
- The UK’s largest literature review recommends that more detailed analysis of student engagement of a comparative nature should take place. Evidence collected so far has not focused on ‘hard-to-reach’ students, nor has it engaged in fine-grained analysis, nor has it measured the outcomes of interventions
- REACT will develop tools and measures to deepen the evidence base about student engagement in relation to hard to reach students.
- REACT will spread tried and tested approaches to ten further universities
The University of Winchester leads 'Transforming the Experience of Students through Assessment' (TESTA), a National Teaching Fellowship Project (2009-12). TESTA collects evidence about programme asessment patterns, providing a student-centred yet collegiate approach to enhancing student learning, based on assessment principles. More than a 100 programmes in over 50 universities in the UK, India, Australia, and the USA have participated in TESTA.
TESTA has enabled many programme teams to rethink programme assesment patterns in relation to the following key areas:
- Balancing assessment for measuring & assessment for learning (summative/formative)
- Creating cycles of feedback feeding forward across tasks and modules
- Developing more challenging tasks which integrate learning from different modules
- Encouraging students to distribute effort and spend more 'time on task'
- Streamlining and sequencing varieties of assessment across the programme
- Calibrating marking standards through collaboration
- Developing students' capacities to evaluate their own and others' work
- Challenging solo and silo approaches to curriculum development
ALFRED is the University of Winchester’s undergraduate e-journal. The journal is cross-disciplinary, sharing the best student writing from across the university. ALFRED was launched in digital and paper form in 2009. You can download all the previous editions on this page.
Capture is an e-journal about research, innovation and enhancements in Learning and Teaching at the University of Winchester. It is edited by a panel of lecturers in a peer-review process. Many of the articles in CAPTURE come out of funded L&T projects.
Volume 1, published in Summer 2008, covers a wide range of research, including: drama projects in HM Prison at Winchester; developing Special Effects (SFX) in Media Studies; exploring the meaning of Research Informed Teaching; an analysis of gendered views of primary teacher training; the evolution of a new Law degree; and a study of the relationship between teaching spaces and pedagogy.
CAPTURE. Vol. 2
Volume 2, published in Summer 2010, covers a range of topics, including: Loykie Lomine: National Teaching Fellow 2008; Can Wikis Make Students Think Differently?; Problem Based Learning; Disabled students perspectives on web accessibility; Writing for Children; Risk in Romania: Child Protection; and more, including a number of new courses.
Volume 3 (Spring 2011) includes four research articles on assessment – staff perceptions of effective feedback, the balance of summative to formative on programmes, student perceptions of plagiarism, and assessing dyslexic students. Two further articles explore the development of a blended learning community and teacher identity. One conversation starter profiles the WRAP research apprenticeship scheme, another the Kyoto Exhibition.
Volume 4 (Spring 2013) includes articles on personal tutoring, imagination, creativity and innovation; student perspectives on feedback, transforming assessment, learning environment, enhancing employability and slow & eco pedagogies.
Volume 5 (Spring 2017) is a special edition focused on Assessment and Feedback– the challenges, the myths and the possibilities for innovative practice. The contents are broad-ranging and feature different voices; academic, manager, researcher, administrator, Student Union and student. All of these support our joint endeavours to offer students a fair, purposeful, appropriate and developmental assessment experience.
Student Fellows Scheme
The Student Fellows Scheme (SFS) is one of Winchester's flagship student engagement initiatives. Annually, the SFS recruits and trains 60 Student Fellows to undertake research and innovation projects in partnership with staff. These projects are intended to enhance the learning experience of students at Winchester. The SFS is jointly led by the LTD and the Student Union (SU), and jointly funded by the SU and the University.
The Student Fellow Scheme
The purpose of the SFS is to recruit, train and empower students who can work alongside academics and professional staff on educational development projects. SFS projects address a range of topics which vary in scope and size but must be relevant to enhancing the student experience. The Student Fellows themselves have to be highly committed to their projects. In return, they receive experience and insight about academic processes in Higher Education, project management skills, research training and experience, dissemination opportunities, and a bursary of £600.
The SFS aims to build student capacity to address barriers to an excellent teaching, learning and social experience. Student Fellows engage in educational and social science research with their student peers, implementing new initiatives, and developing interventions. SFS projects are carried out in partnership with a staff mentor based on shared areas of interest. Staff mentors facilitate the Student Fellow project, but the idea of the scheme is that projects are student-led.
Taking part in the Student Fellows Scheme gives students a number of fantastic opportunities, including:
- Developing communication, presentation and professional skills
- Working in an equal partnership with academic staff members
- Engaging more deeply with their course, department and university
We also provide training in conducting independent research projects that cover a wide array of topics including:
- Research project management
- Collecting and analysing data
- Intensive writing workshops to get research published
Previous Student Fellows have participated in a number of externally organised events and conferences as part of their fellowship including:
- SEDA Spring Teaching, Learning and Assessment Conference 2014 in Newcastle
- HEA Students as Partners in Change Event in Leeds
- JISC Future Classroom in Reading
- Change Agent Network Conference in Winchester
Applying for the Student Fellows Scheme
Prospective Student Fellows are asked to fill out the application form to show their areas of research interest. The applications are reviewed by the co-managers of the scheme and those of a suitable standard are then invited to a panel interview. Applications are reviewed every April and September and should be emailed to firstname.lastname@example.org
The purpose of Learning and Teaching Development is to enhance the student learning experience and to provide educational development support to staff and programmes at Winchester. LTD works with students and staff to enhance learning and teaching, develop innovations and research best practice. The team has a national and international reputation for leading the sector in assessment and feedback, technology enhanced learning, and student engagement. The LTD team works closely with colleagues in the Academic Quality and Development Department, driving forward enhancements through quality processes.
The LTD team:
- Amy Barlow Head of Technology Enhanced Learning (TEL) and MA L&T
- Dr Stuart Sims Research and Teaching Fellow (Student Engagement)
- Matt Elphick Technology Enhanced Learning Research Officer
- Carol Mottashed AQD Coordinator
- Debra Mildenhall AQD Coordinator
Our specialisms are:
- State of the art professional development in our Master's in L&T
- system-wide programme collaboration in curriculum and assessment design through TESTA
- Implementing two university-wide student engagement schemes (WRAP and the Student Fellows Scheme)
- Supporting colleagues in innovative Technology Enhanced Learning (TEL), including mobile devices and the iPad pilots on first-year programmes
- Reward, recognition and reflective practice through our Inspire Quality CPD Scheme
Learning and teaching dept.
University of Winchester
Tel:+44 (0)1962 841515