Poster Presentations

Description Posters from the ESCalate Student Conference Students as Stakeholders: take an active part in your own learning, 16 April 2010.

The following short video shows highlights from the lunchtime poster presentation session.

This video is displayed using YouTube and can also be located on ESCalate's YouTube Channel.

Poster presentation abstracts

Enhancing student's personal and professional development through an employability focused curriculum - Jennifer Bradford, Liverpool John Moores University

The research being discussed aims to investigate how current students and alumni from the School of Sport & Exercise Sciences (SSES) at Liverpool John Moores University (LJMU) perceive their employability, and how their attitudes, mindsets, theories and beliefs regarding university relates to their personal reason for undertaking higher education. Research methods include in-depth interviews and ethnographic methodologies. The outputs from this research will be used to develop a clear set of employability focused recommendations for curriculum design.

A case study of the effectiveness for learners of mixed ability groupings, to enable successful delivery of ‘Curriculum 2008’ at KS2 - Ruth Coakley, University Wales Institute, Cardiff

Curriculum 2008 has encouraged a move towards a collaborative learner-centred approach delivered through a skills-based pedagogy. My aim was to investigate the effectiveness of learning through collaboration in mixed ability groupings and its impact on learners accessing Curriculum 2008 at KS2.  

Research questions include:
•    Is learning in mixed ability groups effective for learners of diverse abilities?
•    Is there a gender preference towards the use of ‘collaborative poster work’ for recording?
•    Is there a preference amongst learners to work within mixed ability groupings?

Enterprise education using problem-based learning: an analysis of ‘real world’ enterprise projects on undergraduate employability - Amanda Dalzell, University of Manchester

This poster will explore the effectiveness of 'real world' problem-based learning and how it can improve undergraduate students’ employability skills through an analysis of:
•    The specific set of employability skills that are developed when undergraduate students engage in 'real world' problem based learning
•    The effectiveness of 'real world' problem based learning in improving undergraduate students’ attainment, motivation and self-directed learning
To what extent can stakeholders (ITET students) be encouraged to change their views and attitudes towards active assessment strategies? - Bethan Jones, University of Wales Institute, Cardiff

The main reason for undertaking this study is to encourage student teachers to use active and creative assessment strategies more effectively in KS2 and KS3 Maths and Science classrooms.  The data analysis will demonstrate the impact on current ITET students - are they ready to step up to the challenge in their next teaching practice?

The research method involved:  
•    Stakeholder questionnaires which were analysed partially with a software package
•    Semi-structured group interviews of a small sample of stakeholders
•    Analysis of stakeholders’ assignments – to identify how many stakeholders had referenced the author/new strategy
•    Two interviews with colleagues
•    Interview with author of the “active assessment” concept

Using student comments to inform changes to modules and programmes - Judith Lock, Hartpury College, Gloucester

This poster demonstrates how students can have an impact on the content and assessment of modules which count towards their degree programme.  Student comments can also be used to inform changes to the structure of degree programmes.  Students are therefore able to improve the learning experience of current and future students.

In the academic year 2008/9 the field of Animal Science at Hartpury College reviewed the content of six degree programmes: FdSc and BSc (Hons) in Animal Behaviour & Welfare, Animal Science and Bioveterinary Science.  Programmes were reviewed using QAA guidelines and based on expertise of the programme management team.  Another important factor in reviewing programme content was student comments.  Providing students with the opportunity to comment on modules in a constructive way gives students ownership of their programme and ensures programmes are meeting the career aspirations of students.

This poster does not explain any research undertaken but describes how feedback is a two-way process, from lecturers to students but also students to lecturers.
Hyrwyddo Dysgu - Myfyrwyr Israddedig yn ymgymryd ag asesu cymheiriaid mewn prifysgol yn Ne-Ddwyrain Cymru - Nia Richards, Athrofa Prifysgol Cymru, Caerdydd (UWIC)

Yn y poster hwn amlinellir gwerth Asesu Cymheiriaid (AC) fel dull o hyrwyddo dysgu myfyrwyr a chyfeirir at ymchwil diweddar ym maes asesu. Disgrifir sut, ym marn myfyrwyr, y mae AC yn cyfrannu at eu dysgu a chynigir ystod o gasgliadau, er enghraifft, sut y cytuna myfyrwyr bod sawl mantais i AC yn nhermau datblygu eu gallu i hunan-asesu.

Developing learning – undergraduate students undertaking peer assessment in a university in South East Wales - Nia Richards, University of Wales Institute, Cardiff (UWIC)

This poster outlines the value of Peer Assessment (PA) in developing students’ learning with reference to recent research on assessment.  It demonstrates ways in which students believe that PA contributes to their learning and offers a range of conclusions such as the fact that students see many advantages to PA in terms of developing their own ability to self-assess.

Pakistani university students’ attitudes towards English language learning and use - Niaz Soomro, University of Glasgow

Language policies have frequently failed in Pakistan where students’ attitudes to English language learning and use are mainly neglected.  It is, therefore, important to study attitudes of students because if the learners have unfavourable attitudes to a target language, ‘language policy implementation is unlikely to be successful’ (Baker, 1992: 9). The purpose of the study is to discover/ascertain whether and to what extent different social factors such as identity, culture, gender differences, urban/rural background, and vernacular/English medium education influence students’ attitudes to language learning and use.

Research methods include a mixed methods approach of both quantitative and qualitative methods in research tools and data analysis (Dornyei 2007: 42) will be devised for this study.

The application of HybCoMet strategy: improving teaching in order to improve students’ academic performance and generic competencies - Yusmarwati Yusof, University of East London

This poster investigates the effectiveness of a hybrid system approach using collaborative and metacognitive (HybCoMet) strategy compared to the more traditional approaches in helping students to improve their academic performance and generic competencies in learning Civil Engineering subjects at polytechnic level in Malaysia.  It presents the development of a new alternative approach to teaching, to meet the challenges and academic needs of students learning technical subjects in Malaysian polytechnics.  It is hoped this approach would help to prepare students for real-life situations and provide opportunities for the optimal intellectual as well as their generic skill.

The research method involved three groups of students undertaking three-year Civil Engineering Courses in one academic year (first semester), from three different polytechnics in various areas in Malaysia, using qualitative and quantitative approaches such as questionnaires, pre-test/post-test and semi structured interviews with lecturers who were teaching the subject.