{"id":2435,"date":"2022-09-01T14:11:42","date_gmt":"2022-09-01T13:11:42","guid":{"rendered":"https:\/\/blogs.manchester.ac.uk\/itl\/?p=2435"},"modified":"2022-09-01T14:22:16","modified_gmt":"2022-09-01T13:22:16","slug":"teacher-of-the-year-2021-fse-what-makes-a-good-lecturer","status":"publish","type":"post","link":"https:\/\/blogs.manchester.ac.uk\/itl\/2022\/09\/01\/teacher-of-the-year-2021-fse-what-makes-a-good-lecturer\/","title":{"rendered":"Teacher of the Year 2021 (FSE): What makes a good lecturer?"},"content":{"rendered":"

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\"PercyPercy van der Gryp started work at the Department of Chemical Engineering and Analytical Science (CEAS) in November 2018 as a Lecturer in Chemical Engineering, having worked previously at Stellenbosch University and North-West University in South Africa.\u00a0 Percy was awarded Teaching of the Year 2021 for the Faculty of Science and Engineering (one of the University’s annual Distinguished Achievement Awards).\u00a0\u00a0<\/strong><\/p>\n

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Identifying student population needs via research<\/h6>\n

I believe it is very important to understand our students\u2019 views and opinions.<\/p>\n

For this reason, I began my approach with a survey analysis investigation, which one of my undergraduate research project student conducted in 2018-19. In this study, about 60 students participated in two ways – electronic survey and group interviews. The research aim to answer from a student\u2019s perspective \u201cwhat makes a good lecturer?<\/strong>\u201d We mainly focused on third and fourth year students, and used a mix of theme and broad subject analysis. We identified nine main themes that students mentioned as requirements for a good lecturer. Furthermore, the students to ranked these themes in preferences.<\/p>\n

\"Screenshot<\/p>\n

Figure 1: Student feedback summary<\/em><\/p>\n

We found that while it was important that lecturers be knowledgeable and communicative, it was also important that feedback on assignments and tasks be quick, and that our \u201cBlackboard content\u201d must be well organised. So not only is it important for a lecturer to be well versed in the subject, but also for them to convey that knowledge effectively inside and outside of organised contact time.<\/p>\n

In my view, the findings from this research are applicable across all schools in University of Manchester. This is similar to my experience at previous institutions. The one thing that stuck out in particular from this research for me was our students\u2019 disengagement with existing Blackboard content. So I would say improving the quality of one’s Blackboard content, and thus its impact, is a clear area we can all work towards.<\/p>\n

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Visually Engaging Asynchronous Material, and what that means<\/h6>\n

I teach from a student focused perspective. In this modern era, combining effective use of technology while being student-centred in our methods is even more important. I do this through an asynchronous blended learning approach, which asks the question: \u2018how do we get and keep our students engaged with the learning material we are giving them?\u2019<\/p>\n

Through my own research and sector research[1]<\/a> , I found that most STEM students are visual learners, and place high importance on the lecturer\u2019s ability to communicate knowledge in a logical and engaging way.\u00a0 A key way that I think one could fulfil this requirement is through the production of quality visually attractive and engaging material. I have used Articulate Storyline<\/a>\u00a0and PowerPoint Animation to develop a range of content that require and encourage active student engagement. This might be something like a click and drag solution-finding exercise or a novel \u2018filling in the blanks\u2019 task, which is both visually appealing and encourages students to be engaging heavily in the material on Blackboard. \u00a0<\/p>\n

\"Screenshot<\/p>\n

Figure 2: Interactive and Visually engaging material, produced via Articulate Storyline, can go a long way in conveying knowledge to students in a way that suits their needs<\/em><\/p>\n

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How I made Blackboard work for me<\/h6>\n

I aim to make all my content visually attractive, from tasks down menus to the navigational buttons that get you there. Both students and staff in my department appreciated this approach. We have also adopted some of these approaches in our common areas of our department\u2019s Blackboard space, such as central navigation pages and link formats. Some of this comes from my knowledge of HTML-coding, which ranges from quick and easy to learn to more complex and time consuming coding, but most of the interactive content is the result of using Articulate Storyline.<\/p>\n

If you can make a PowerPoint presentation, you can use Articulate<\/strong>.<\/p>\n

You can use it to make physically and visually appealing web content and activities for Blackboard, and it takes very little time to learn. Using Articulate Storyline and Blackboard in tandem, I have also made certain to create activities that are compliant with mobile phones and tablets, and can be viewed and engaged with by students in several ways that suits them best.<\/p>\n

\"Screenshot<\/p>\n

Figure 3: Examples of interactive Storyline produced content. The tasks provide immediate feedback for students once completed, showing mistakes, and explaining the correct answers straight away; this fulfils requirements highlighted by the students in my research.<\/em><\/p>\n

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Adapting my approach elsewhere<\/h6>\n

The advice I would give is that one’s Blackboard content must be well structured. It is beneficial if it is visually attractive, so designing a good Blackboard page that combines readability and industry web-based standards is important. This means paying attention to digital equity and accessibility things like:<\/p>\n