Skip to main content

STEM Conference 2017 Session 7 abstracts

Below are all the abstracts for Session 7 of the STEM Conference 2017

Session 7.3: Neural Pathway Based Learning
Dr Muthu Ramachandran Professor Reinhold Behringer Margaret Chawawa Rezan Sedeeq Leeds Becket University

The current and the future of learning has taken a very different shape in the digital age. Now the social media is a place where most of the interactions bringing people and communities together instant information sharing critiquing and is also the place where most of the new learning take place in the digital era. The human brain is capable of learning and retrieving facts much quickly. This paper aims to develop as part of an ongoing research into developing a framework for Neural Pathway Based Learning (NPL). We have developed a learning environment for NPL techniques which has been validated through a framework and on our MSc course at Leeds Beckett and at various partner colleges (franchise colleges) across the world. The evaluation has been very positive and have been nominated as one of the best course in the UK.

Session 7.4: How to develop and implement a success remote laboratory: Loughborough University Case study 
Engineering and Materials
Dr Sheryl Williams Loughborough University

A remote laboratory was developed for distance learning students studying an engineering master’s course at Loughborough University.  Students anywhere in the world using an interface can control real equipment (based on Loughborough campus) via the Internet 24/7. 

This interactive ‘How to’ presentation outlines the rationale development and implementation processes and lessons-learnt including (challenges and successes) in the development of a remote lab. 

The session will guide delegates through a series of interactive activities and discussions. At the end of the session delegates will be informed and inspired to design and develop similar remote lab for their DL/e-learning engineering students. 

Session 7.7: Using the cloud-based audience response system Nearpod to promote active learning and engagement in lectures
Dr Stephen McClean William Crowe Ulster University

This session will introduce delegates to the cloud-based audience response system Nearpod which has been successfully implemented in chemistry and mass spectrometry lectures at Ulster University. The session will be run as a demo of the technology giving delegates opportunity to follow and participate using their own mobile devices. Downloading the free Nearpod app in advance would be helpful though the web browser on mobile devices may also be used. 

We will also report on our experiences of using Nearpod and present evaluation data from student groups with regard to its uptake and usage.

Session 7.8: Developing graduate attributes though undergraduate research: an evidence-based framework
Dr Jennifer Hill University of the West of England

This paper examines the integration of research within and beyond undergraduate curricula at a large teaching-intensive university in the UK and presents a framework to guide the development of graduate attributes (Barrie 2004) and self-authorship (Baxter Magolda 2004). Addressing pedagogic spaces identities and practices the framework highlights that academic staff support staff and managers should establish borderland spaces for learning partnership that are authentic challenging permissive and self-reflective. Through genuine dialogue and reciprocal elucidation undergraduate research experiences can be transformatory with students demonstrating self-awareness and adaptability. Such students are able to apply themselves productively to the dynamic world beyond education.

Session 7.3: Neural Pathway Based Learning
Session 7.3: Neural Pathway Based Learning View Document
Session 7.8: Developing graduate attributes though undergraduate research: an evidence-based framework
Session 7.8: Developing graduate attributes though undergraduate research: an evidence-based framework View Document

The materials published on this page were originally created by the Higher Education Academy.