The Education Incubator Café Online 2020

Please join us for us our first online Incubator Café, taking place between 6th and 10th July 2020. We have 130+ sessions planned for that week, in which Incubator project fellows will showcase their work, and create a space where you can discuss their work and ask questions. 

This is an excellent opportunity for you to network and learn more about innovative practice taking place at the University of Exeter, and how you apply it to your day-to-day role.

Please browse the Café project catalogue below (or click here). If you have not chosen a session yet, you can sign up here.

The Education Incubator

The Education Incubator is a University of Exeter investment in cultivating pedagogic innovation and collaboration. The Incubator supports academics from across the University by creating spaces in which they can explore and develop pedagogic innovations and ideas. It enables any University of Exeter academic to participate in networks of interested peers, providing access to expertise and examples of inspirational education practice. Partnership with students is a core commitment at the University of Exeter and the Incubator champions and supports effective and appreciative partnership.

Incubator Projects 2019/20

The Incubator is running 13 projects under four themes in 2019/20. The projects come from across the University and a range of disciplinary perspectives. This year they are involved in implementing and evaluating innovative teaching and educational support. The learning from these fellowship projects will be showcased and shared across the University and beyond.

The Education Incubator is part of the University of Exeter’s ongoing commitment to international excellence in education.

Realising the potential of flexible blended learning for mature students

Professor Sandy Allan (GSE), Dr Karen Knapp (GSE), Susan McAnulla (Medical Imaging), Matthew Newcombe (e-Learning), Dr ZhiMin Xiao (GSE)

This project will explore how a flexible blended learning approach might be used to transform and enhance mature students’ experiences of higher education. The project will draw on a Community of Inquiry (CoI) framework and involve the Education and Medical Imaging disciplines. 

 

Support Innovations to Improve the Academic Success and Emotional Well-being of International and Widening Participation Students in Law

Dr Charlie Bishop (Law)

This project explores how international and widening participation students can be better supported to succeed academically in the Law School. The primary objective of this project is to develop, pilot, evaluate, and promote an evidence-based tutoring and mentoring model that is targeted at these student groups.

 

The Exeter Spectrum Project

Dr Layal Hakim & Dr Barrie Cooper (CEMPS, Mathematics)

This project will develop and trial a new programme to support autistic students and members of staff on campus, including a two day summer school for prospective students with autism. With endorsement from the National Autistic Society this project aims to create resources that put Exeter on the map as a leading university for inclusion and support of those with Autism Spectrum Disorder (ASD). 

 

Network Mentor:  Professor Beverley Hawkins (UEBS)

Access for all to UG Modern Languages: supporting learners in their transition to University

Professor Sonia Cunico, Dr Juan Garcia-Precedo, Dr Damien Gaucher (Modern Languages, SSIS)

This project will deliver a new Peer Assisted Learning scheme for new modern languages undergraduates in 2019. From September 2019 Exeter will welcome students whose highest language qualification is at GCSE, these students will be studying alongside peers who have studied language to A-Level. This project will involve students as mentors, who will also develop and deliver new language training resources to support this unique cohort. 

 

‘Choose your own adventure’: tiered skills development activities for academic workshops

Dr Emma Taylor, Dr Shelly Dogra, Dr David Macdonald (CMH)

This project aims to deliver an academic skills development experience that appeals to all students. In the Fundamental Skills for Medical Scientists module, a series of tiered workshops will be made available that students can attend dependent upon their prior experience or educational attainment. This will increase student perception of the value of academic skills workshops delivered within the BSc Medical Sciences programmes, with them being considered neither too challenging nor patronisingly simple.

 

Box Sets: Pre-sessional online resources to close the STEM knowledge gap.

Dr Sam Stevens, Dr David Mountford, Dr Mark Ramsdale (CLES)

This project will involve the co-creation of novel pre-sessional online courses, or Box Sets, for students of biology and medical sciences to help them prepare for their courses. The focus will be on upskilling students' maths and chemistry knowledge to the requisite luminary level required of all first years. The Box Sets will include YouTube lectures and dynamic assessment quizzes (NUMBAS, Learning Science, HP5). Students will be involved in the designing, coding and editing of content.

 

Machine Learning for Customised Learning in Engineering Mathematics

Tim Dodwell (CEMPS)

The overall aim is to develop a database of online informative assessments for core learning in engineering mathematics and to mine the resulting data using modern machine learning methods to customise the teaching experience for those students which require additional support.

 

Network Mentor: Dr Alison Hill (CLES)

Equality of Opportunity in the Practical STEM Environment

Dr Peter Connor, Dr Helen Smith (CEMPS)

This project aims to improve the quality of lab-based teaching by developing data on the roles students take in the lab and then applying and testing the effectiveness of interventions to try to work toward a more rounded teaching experience for all.

 

Decolonising the Curriculum/Diversifying the University

Professor Jerri Daboo (HUMS)

This project aims to provide opportunities for innovative and creative engagement with complex issues surrounding decolonising the curriculum and diversifying the University. The following questions will be explored:

Do current practices reflect an appropriate range of sources and approaches instead of repeating and reinforcing dominant western canonical texts and theories?

How do we diversify our teaching methods, engage wider communities, external partners and academic discourse with real-world issues while enhancing collective learning?

 

Unhoming Pedagogies: Decolonial Practices, Ethical Education, and the Humanities

Dr Natalie Pollard (HUMS)

This project explores and examines collaborative teaching practices currently being developed in the Humanities, focussing on co-authoring and co-teaching with students. Bringing together staff and students across the disciplines, it considers how far collaborative pedagogies can enable a creative 'unhoming' of educational power hierarchies. 

 

Network Mentor:  Dr George Koutsouris (GSE)

Citizen Journalism News Network (CJNN) MOOC

Dr Mike Leyshon, Matthew Rogers (CLES)

The Podcasting and Digital Journalism project aims to provide University of Exeter students with the opportunity to develop specific podcasting, digital journalism and communication skills through engagement with an incrementally structured, 4-week-long, bespoke curriculum. Importantly the Podcasting and Digital Journalism project will also enable participants to present their research for broader consumption by a wider audience through the forward-facing CJN app. In this way, it is intended that the Podcasting and Digital Journalism EdTech project will facilitate a networking opportunity between interested grassroots and professional media organisations and the University of Exeter students.

 

Developing a Student-Crowd Sourced Formative Integrated Clinical Anatomy Spot Test Question Items Bank, and Evaluation of Appropriate Mode of Delivery

Dr Tudor Chinnah, Dr Hope Gangata, Vikram Devaraj (CMH)

Evidence has continued to suggest that assessment drives learning and knowledge and has an overwhelming influence on what, how, and how much students study. Student-crowd sourced formative assessment questions items provides an efficient source of quality assessment items that helps in saving staff time while providing students with learning opportunity.

This project has two key aims:

1) to engage students in writing contents for formative assessment short answer question items bank

2) to identify and evaluate the best platform for the delivery of Integrated Clinical Anatomy Spot Test assessments.

Evaluation will take place in several ways during this project: evaluating the impact of exposing students to assessment question items writing; evaluating the impacts using these formative assessment tests on their summative assessment exams, and conducting psychometric performance analysis of each of the question items to determine their appropriateness in a test environment. Various technological platform options, including PeerWise, will be tested for their optimal educational impact.

 

Narrowcasting the curriculum: Using video and podcast content to enhance student learning in a core human geography research design module

Dr Matt Finn (CLES)

This project will create videos and podcasts of staff and students talking about common research design issues in human geography/social sciences. The project will work with students and evaluate the impact of different media on learning. This resource will be used (i) to enhance student learning in a new partially flipped second-year core research design module and (ii) as part of a resource site to support A-level student development of their geography non-examined assessments (coursework). 

 

Network Mentor:  Dr Helen Knowler (GSE)