Improving Inclusivity – observations from the UCL Education Conference 2019
By Eliot Hoving, on 9 April 2019
I had the opportunity to attend the 2019 UCL Education Conference on Monday 1st April 2019. The conference was themed around:
- Widening participation
- BME (Black Minority Ethnic) Attainment
- Assessment and Feedback
- Supporting student success
- Digital education and innovations
Although it was April Fool’s day, and Brexit loomed large, the conference was full of sober analysis and creative initiatives.
The opening plenary by Anne-Marie Canning MBE challenged Universities to play a greater role in promoting inclusivity in their internal practices, and in the broader public sphere as powerful and influential institutions capable of bringing about change. A subsequent panel discussion raised plenty of questions over the structural and everyday challenges to inclusivity, including whether inclusivity was a process or an outcome. This set the tone for the workshop sessions for the remainder of the day. I attended three sessions, which were part of the Digital education and innovations stream of the conference. Each session demonstrated a creative and pragmatic way to improve inclusivity in the classroom.
Multisensory and personalised feedback
Maria Sibiryakova presented her approach to teaching writing in Russian. She highlighted the challenge of teaching to a diverse cohort where students can have different experiences of living in Russia and different interests in learning Russian. In the course, students complete seven mini-essays (500 words each) and Maria provides audio and written feedback to students, which combine to “feedforward” into the next assessment.
Maria presented some of the benefits of using audio feedback, including:
- Multisensory feedback – hence more accessible,
- Improves teaching presence – students hear you and your voice,
- Conversational and personalised feedback, and
- Often quicker to produce.
Maria used a tool called VoiceThread, which has some intriguing features. It’s also possible to deliver audio feedback using Turnitin Assignment.
Open in class discussion with Moodle Hot Questions
The Moodle Hot Question activity allows for students to submit questions and/or answers via Moodle on their phone or laptop. This facilitates class discussion by increasing the participation of students who otherwise wouldn’t speak up in class due to personal or cultural reasons. Rebecca moderates the discussion live in class, answers questions, and draws out connections between different student answers. She also finds the Hot Questions activity flexible to use as it can be enabled in Moodle and switched on with a click of a button when a new discussion is needed.
Welcoming new Chemistry students through a Moodle module
Dr Stephen E. Potts presented on the development of a Moodle module for welcoming new Chemistry students.
The UCL Chemistry Undergraduate Welcome Page introduces students to the Department, their degree programme, a typical timetable, Lab safety, and even how to submit an assignment on Moodle. It also includes some fun stuff like how to join the UCL Chemical and Physical Society and a collection of molecules with silly names. The module is designed to be delivered completely online, so is Baseline+ compliant, and is released to students when they are registered but before they arrive on campus.
I found the module was a great example of making Moodle look good (yes, it’s possible!). It was visually enticing, clearly structured, and combined quiz activities, video, text and image to engage students. The course has received positive feedback so far, and Stephen plans to build on the module, possibly to include multi-lingual content. I was also really impressed by the virtual tour of the Department. Students click through main buildings and labs, in a similar manner to Google maps, and can also click on information points to view location specific information. The tour was created using a 360 camera and Google Poly.
These three presentations demonstrated some of the everyday ways that inclusivity can be improved through teaching practice and technology. They also showed that improving inclusivity can often be accomplished as part of improving student engagement overall. There was much more to the conference than can be summarised here, and you can read the conference Abstracts to find out more. A tremendous thank you to all the organisers and presenters!