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 Strategy sets out aspirations for learning and teaching in line with the University Values in three principal domains: Imagination, Expanding Horizons, and Wider World. 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 has a long history of using mobile devices in education. LTD co-led the JISC funded FASTECH project (Feedback and assessment with students using technology) which pioneered the use of Student Fellows as catalysts in bringing about evidence-informed changes in teaching and learning. Following this a Mobile Device Scheme, run by Student Fellows, was developed to promote staff and student use of technology for pedagogical purposes.
This scheme has since been expanded through a number of iterations and now exists as iLearn, a tablet loan scheme that seeks to explore the benefits of integrated mobile device use in the classroom.
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.
The University of Winchester uses Canvas as its virtual learning environment. Canvas has been designed with current students in mind and features an intuitive user interface and a range of mobile apps for both staff and students. Completely cloud-based, Canvas ensure that students studying at the University of Winchester always have access to their course content as long as they have an internet enabled device.
The REACT (Realising Engagement through Active Culture Transformation) programme was a £304K catalyst funded project from the Higher Education Funding Council for England (HEFCE). The project was designed to make a significant impact on student engagement and the student experience in the Higher Education (HE) sector in England and Wales over a two year period, from July 2015 to July 2017. The focus was on the engagement of so-called ‘hard to reach’ students, and the programme included investigation into the term ‘hard to reach’ and a consideration of which students are characterised in this way. This took shape as a formal research project looking at links between student engagement, retention and attainment, a systematic literature review of ‘hard to reach’ students and a development programme as a collaboration between fifteen UK universities.
More information on the REACT website.
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 assessment 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, Greece, India, Australia, and the USA have participated in TESTA.
TESTA has enabled many programme teams to rethink programme assessment 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 student journal. It showcases some of the incredible work from students across the university, in order to celebrate the exciting academic contributions from students and provide a platform for officially publishing their work. Students are invited to submit essays, creative pieces, book reviews, critical commentaries etc. Each volume contains a plethora of fantastic work from students from various disciplines exploring inspiring, insightful and thought-provoking topics.
Read the latest copy and discover previous editions:
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 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 must 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 (year long) or £400 (semester long) depending on the length of project.
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.
Project ideas can come from staff and students and they will be paired based on shared areas of interest. Example from 2018 include-
- Introducing a taught session on gender and trans identity to the UG and PGCE primary courses at Winchester
- Developing a Production Design Module on Film Production
- Digital Skills and Employability within HSS
- Developing support at the University for people with ASD/Aspergers Syndrome and Mental Health
- The enhancement and updating of the School Resources Centre within the Martial Rose Library
- An audit of animal welfare standards on campus
If you would like more information about the Student Fellows Scheme or would like to apply, please contact email@example.com
Senate Awards for Learning and Teaching
The Senate Awards for Learning and Teaching recognise and reward learning and teaching excellence. They raise the profile of learning and teaching champions, at Winchester, and highlight innovative practice.
These awards aim to celebrate individual success and collaborative learning and teaching initiatives that positively impact the student experience in creative and innovative ways. Each award will recognise an individual or team who have enabled a positive change, in practice, for colleagues and/or students across a variety of institutional contexts.
For further information, please contact Debra Mildenhall
Learning and Teaching Innovation Funding
This funding stream is designed to support colleagues who wish to undertake an activity to enhance learning and teaching. While it has been in existence for a number of years, we have now revised this process to allow for greater variety in terms of the size and scale of projects. It is also intended that this new approach will help applicants make a more dynamic case for their proposal and facilitate speedier starts to initiatives.
For further information, please contact LTDBids@winchester.ac.uk
The Play and Creativity Festival
The Play and Creativity Festival is a weeklong showcase and celebration of the ways play and creativity permeate our teaching, research and professional activities. Whether physical, game-based, imaginative, communal, noisy, quiet or solitary, play makes an important contribution to University life. The festival is jam packed with playful events involving everything from LEGO®, balloons and maggot racing to gamified learning and playful food. Staff and students from all areas of the university are invited to attend all, or any, of the open sessions throughout the week for teaching inspiration and to have some fun in the final week of the semester. For more information or to see what we have been up to, please visit the Play and Creativity Festival website. To contact the Play and Creativity Festival team, email 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:
Professor Alison James, Director of Academic Quality and Development
Jo Trelfa, Head of Academic Professional Development
Dr Stuart Sims, Research and Teaching Fellow (Student Engagement)
Juliet Winter, Senior Researcher Learning and Teaching Development
Cassie Shaw, Learning and Teaching Enhancement Officer
Matt Elphick, Technology Enhanced Learning Research Officer
Daryl Peel, Technology Enhanced Learning Trainer and Developer
Louise Clark, Canvas VLE Developer and Trainer
Anna Hayman, Events Manager and Administrator (Technology Enhanced Learning)
Carol Mottashed, AQD and Staff Development Officer
Debra Mildenhall, PA to Academic Director
Our specialisms are:
- State of the art professional development in our Master's in Learning and Teaching in Higher Education
- 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 CPD with AQD scheme
Learning and teaching dept.
University of Winchester
Tel:+44 (0)1962 841515