[8a] 3.30pm: Moving on from mute buttons and breakout rooms: Educating sport coaches in the digital age.
Speakers
- Claire Mulvenna, Lecturer Sport Coaching and Physical Education, St Mary’s University
- Tom Hounsell, Senior Lecturer and Programme Director Foundation, BSc & MSc Football programmes, St Mary's University.
Abstract
This talk will discuss the effective use of digital technology in creating a community of practice for sports coaches who study the various MSc Professional Development programmes at St Mary’s University. The talk will focus on the way in which the teaching, learning and assessment of these courses is tailored to each individual learner and the context in which they work and study. The talk will encompass best practice guidance for creating an effective online learning community and identify the benefit of such an approach to the learner, the lecturer and the institution.
[8b] 4.00pm: 'Off to the breakout room!' Fostering peer-to-peer academic support in the online learning environment.
Speakers
- Shabana Marshall, Senior Lecturer - MA Education, St Mary’s University
- Matthew Dell, Senior Lecturer - MA Education, St Mary’s University.
Abstract
This presentation will explore the development of academic expertise in students on the MA Education programme. This session will principally share practices that encourage collaborative student learning and peer to peer support. These techniques can be used online or in the traditional face to face setting. By modelling strategies that foster peer-to-peer academic support, students can be empowered to apply these techniques independently outside of the timetabled sessions. For example: students might be directed to justify and defend their arguments in a paired breakout room; using Google jamboards, students may collectively develop conceptual frameworks; in a peer review exercise, students can share their critiques of scholarly articles. This session draws upon the experience of two course tutors working with diverse learners on the MA Education programme, illustrating how pedagogical tools can enable students to develop their own voice as emerging academics.
[9a] 3.30pm: Lightning talk: #Geog-remote-teaching - adapting to the virtual classroom.
Speakers
- Sophie Wilson, Senior Lecturer Secondary Geography, St Mary’s University
- Agnes Simic, St Mary's PGCE Secondary Geography Trainee, Convent of Jesus and Mary Language College
- Rachel McEneaney, St Mary's PGCE Secondary Geography Trainee, Richmond Park Academy
Abstract
The aim of this session is to share two best practice examples of how PGCE Geography trainees at St Mary’s University adapted their classroom practice to the reality of online teaching, by drawing on ideas covered through university sessions to connect with students in their placement schools. The co-construction of teaching was exemplified by the way trainees utilised available digital tools including GIS to develop an inclusive classroom culture to promote learning and relevant feedback. This was supported by peer discussions on research-based ideas including Rosenshine’s Princples of Instruction and Swellers’ Cognitive Load Theory, as well as Lemov’s work on Teaching in the online classroom.
[9b] 3.45pm: Lightning talk: Online lesson content creation: A collaboration between St Mary's undergraduate students and a local SEND school (during Covid-19).
Speakers
- Jessica Boyd, Lecturer (Physical Education, Sport and Youth Development), St Mary’s University
- Andrew Stopher, Senior Lecturer (Physical Education, Sport and Youth Development), St Mary’s University
- Dr Michelle Flemmons, (Senior Lecturer, Physical Education, Sport and Youth Development), St Mary’s University.
Abstract
Module Staff have used partnership schools to explore innovative ways to support undergraduate students within their learning during the pandemic. To create a meaningful experience for students, collaboration with a local Special Educational Needs school allowed PESYD students to demonstrate their expertise and their learning journey in-line with the professional Teachers’ Standards when face to face teaching placements were not an option due to COVID restrictions. The use of technology in 21st century has become more prevalent; however, society had not envisaged the extent to which it would be embedded within the workplace during the pandemic let alone promote physical activity in children. The aim of our collaboration with the school was to provide a meaningful pedagogical experience for university students and an engaging online practical experience for children with Special Educational Needs to enhance student experience during COVID lockdown. PESYD students were tasked to create engaging online PE content for teachers and children. Feedback from the undergraduate students was received extremely positively and even resulted in teaching placements being offered when the school was allowed to offer face to face experience again.
[9c] 4.00pm: Spring Journal - reshaping the pandemic in cathartic form.
Speakers
- Mark Griffin, Head of Drama, St Mary’s University.
Abstract
In March 2019, as lockdown began, Jonathan Gibbs, then Programme Director for Creative Writing, began to tweet his personal responses to the pandemic in verse form. The 24 canto, epic poem that resulted, took the reader through to August. A year to the day when they were sent home Drama students, under the director of Head of Dept, Mark Griffin began to explore how the poem might be dramatized, their work was presented to a socially distanced, but live audience in May of this year. This is that story.