![\"\"](\"https:\/\/blogs.manchester.ac.uk\/itl\/wp-content\/uploads\/sites\/262\/2023\/08\/13870540543_f0c06fc405_k-300x225.jpg\")
a lecturer in the Department of Computer Science, director of business engagement and academic lead for our industrial experience program, one of the largest placement schemes in the University (after medicine).<\/p>\n[et_pb_section bb_built=”1″ admin_label=”section” fullwidth=”on” next_background_color=”#000000″ global_module=”322″][et_pb_fullwidth_menu global_parent=”322″ _builder_version=”3.0.106″ menu_id=”7″ submenu_direction=”downwards” fullwidth_menu=”off” background_layout=”dark” module_class=”main-navigation” \/][\/et_pb_section][et_pb_section bb_built=”1″ fullwidth=”off” specialty=”on” prev_background_color=”#000000″ next_background_color=”#1d1d1d”][et_pb_column type=”2_3″ specialty_columns=”2″][et_pb_row_inner locked=”off”][et_pb_column_inner type=”4_4″ saved_specialty_column_type=”2_3″][et_pb_post_title _builder_version=”3.17.6″ featured_placement=”above” locked=”on” parent_locked=”off” featured_image=”off” comments=”off” \/][et_pb_text _builder_version=”3.17.6″ background_layout=”light” parent_locked=”off”]<\/p>\n
Duncan Hull a lecturer in the Department of Computer Science, director of business engagement and academic lead for our industrial experience program, one of the largest placement schemes in the University (after medicine).<\/p>\n
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How can we get better at listening to student voices to improve teaching and learning in our Universities?<\/p>\n
This post summarises a talk I gave at the\u00a0inaugural ITL Teaching & Learning conference at the Pendulum Hotel in Manchester on July 6th 2023<\/a>\u00a0tackling this question. It describes recording and publishing twelve interviews with undergraduate Computer Science students shown in figure 1 on their personal journey from student to professional. The interviews are available as an audio podcast called\u00a0Hearing your Future<\/a><\/em>.<\/p>\n According to Stephen Fry, \u201ceducation is the sum of what\u00a0students<\/strong>\u00a0teach each other between lectures and seminars\u201d. A more teacher-centric view of education would claim the opposite to be true, that education is primarily about what\u00a0teachers<\/strong>\u00a0teach their students, not what students teach other. Here\u2019s how this old-school, chalk-and-talk view of education works: In lectures, seminars, labs and tutorials, teachers share their knowledge and expertise with students. While the Professors profess their monologues, the lecturers lecture, the educators educate, the teachers teach and the students study. Learners learn by watching, listening, reading and acting on the voices of their educators. Students are then examined, grades are given and that, in a nutshell, should be what the sum of education is. No?<\/p>\n The reality of course, is that education should be much more of a\u00a0dialogue<\/em>, a two-way conversation between students and teachers, rather than an expert-driven\u00a0monologue<\/em>\u00a0to a passive audience. Both sides of this conversation need to be heard and in some cases, the student voices in these conversations can make valuable contributions, by co-creating curricula.<\/p>\n All too often the student voice gets drowned out in the busy noise of pedagogy. The demands of teaching in higher education mean that staff don\u2019t always sufficient time and resources to listen, especially when teaching classes of hundreds of students with many ongoing conversations. In this blog post, I\u2019ll explain how you can amplify some important student voices in these conversations using audio podcasting. I\u2019ll describe some of the costs and benefits of recording and publishing these conversations so that more people can hear and learn from these voices, not just students but their employers and their educators too.<\/p>\n Student voices are particularly important when it comes to\u00a0employability<\/a>: enabling undergraduates to develop the professional skills that are essential to the workplace. I\u2019ve been teaching professional skills and employability to Computer Science students for the last ten years at the University of Manchester. During this time, I\u2019ve learned that there are many different voices and opinions that need to be heard. Which of these voices, written or spoken, do students pay attention to\u00a0most<\/strong>? Is it:<\/p>\n These voices all have their own influence, but in my experience, there\u2019s one voice that is listened to above all others when it comes to employability and that is:<\/p>\n So, one way to improve teaching and learning, is to maximise opportunities for students to learn from\u00a0each other<\/em>\u00a0through peer learning and\u00a0peer instruction<\/a>. To do this, educators need to create more and better spaces for students to talk about their learning with each other and then amplify their voices.<\/p>\n There are lots of different ways to do this, but one of the most important is through Peer Assisted Study Sessions\u00a0(PASS) at\u00a0peersupport.manchester.ac.uk<\/a>. These sessions allow more experienced students to pass on their knowledge to their less experienced, usually younger, peers. For example, the PASS scheme in Computer Science shown in figure 2, is run by my colleague\u00a0Thomas Carroll<\/a>. There is a focus on passing exams, but PASS is about\u00a0much<\/em>\u00a0more than just improving students grades. It\u2019s about students learning from and teaching each other as part of a student-led community.<\/p>\n As well as helping students to pass\u00a0academic<\/em>\u00a0exams, our PASS scheme also helps students to pass\u00a0employers<\/em>\u00a0\u201cexams\u201d. This includes written exams such as job applications and oral exams such as interviews. This is a significant part of PASS2, where students returning from placements and internships share what they have learned with first and second year students.<\/p>\n Students are encouraged to take part in PASS, either as leaders, facilitators or participants, but the kinds of conversations that take place during these sessions often need to be amplified for those that aren\u2019t in the room where it happens.<\/p>\n Over the last 12 months, I\u2019ve been experimenting with using audio podcasts to record and publish some of these conversations as stories so they can heard by a wider audience. I\u2019m calling them\u00a0audio<\/strong>\u00a0podcasts here to distinguish them from the\u00a0video<\/strong>\u00a0podcasts (lecture capture and catchup) you will find at\u00a0mypodcasts.manchester.ac.uk<\/a>.\u00a0You can subscribe and listen to\u00a0audio<\/strong>\u00a0podcasts wherever you get your podcasts, details at the end of this post.<\/p>\n Channelling my inner\u00a0Lauren Laverne<\/a>\u00a0and\u00a0Jim Al-Khalili<\/a>, the podcast is a cross between the BBC shows\u00a0Desert Island Discs<\/a><\/em>\u00a0and\u00a0The Life Scientific<\/a><\/em>. The resulting show is called\u00a0Hearing your Future<\/a><\/em>, shown in figure 3, because it is part of an undergraduate course and guidebook called\u00a0Coding your Future<\/a><\/em>\u00a0aimed at all students of computing.<\/p>\n The essential ingredients of this podcast are:<\/p>\n The open-ended questions are key because I need to let students do most of the talking, acting as much more of a listener than a speaker. Think less\u00a0Professor Monologue<\/em>, the egocentric\u00a0\u201csage-on-the-stage<\/em>\u201d who loves the sound of their own voice\u00a0and more\u00a0Professor Dialogue<\/em>, the\u00a0\u201cguide-on-the-side<\/em>\u201d who facilitates discussion. [1] It sometimes takes effort for academics to suppress their public speaking instincts by talking\u00a0less<\/em>\u00a0and listening\u00a0more<\/em>\u00a0to what students have to say. Students are given five questions before the interview, with questions designed to encourage difficult conversations being optional. The five basic questions are:<\/p>\n Question\u00a0one<\/strong>\u00a0asks students to tell their story from why they studied computer science in the first place to where they are now. What obstacles have they faced in finding work and how did they overcome them? What has been their journey from student in year one to professional in year three or four? Every student has a different story to tell.<\/p>\n Question\u00a0two<\/strong>\u00a0asks students to reflect on their experience if they identify as a member of a minority group. What can employers and universities do to make campuses and workplaces more welcoming to members of their minority group? What has been their experience of being female, black, disabled or otherwise marginalised in computing? What can we do to make campuses more equal, diverse and inclusive spaces?<\/p>\n Question\u00a0three<\/strong>\u00a0asks students to imagine they are the next vice chancellor of the University of Manchester. Now that they are responsible for over 10,000 staff, 40,000 students and half a million alumni, what would they do to improve teaching and learning?<\/p>\n Question\u00a0four<\/strong>\u00a0is a personal one: students recommend a tune, a book, a podcast and a film and outline why these are important to them. Why do they recommend other students should watch, listen to or read them? This is the\u00a0Desert Island Discs<\/em>\u00a0part, except we don\u2019t cast students away to a remote island afterwards. It adds a personal touch to the stories students tell.<\/p>\n Finally, question\u00a0five<\/strong>\u00a0is another hypothetical one: given a time machine, if they could travel back to meet themselves in first year, what advice would they offer their former selves and fellow students about getting the most out of all the time and money they\u2019ve invested in their University education?<\/p>\n I ask these simple, open-ended questions, sit back and enjoy listening to students answer them.<\/p>\n As with radio broadcasting, there are costs and benefits of podcasting. The main cost is the time it takes to record, transcribe and edit each episode. Each interview takes an hour to record, more than an hour to transcribe and less than an hour to edit. These costs are relatively small, when you compare them to the cost of preparing a lecture (video lecture or live lecture), delivering a seminar, running a lab or facilitating a tutorial.<\/p>\n There are many benefits that this investment in podcasting buys. From a teaching point of view, I\u2019ve learnt more about the harsh realities of job hunting faced by Generation Z. It also gives me seriously useful content in the form of case studies. So when I\u2019m talking to students about the need for resilience in their job search I can tell\u00a0Brian\u2019s story<\/a>, about finding a placement very late in the year (August) on LinkedIn. Don\u2019t give up, it worked for Brian, maybe it will work for you too.<\/p>\n When discussing the importance of starting early, in first year, I can tell\u00a0Alice\u2019s story<\/a>\u00a0about how spring insights in her first year gave her some valuable experience to help her subsequent job applications stand out in second year and beyond. Start early, it worked for Alice, maybe it will work for you.<\/p>\n When discussing the inevitable rejection that comes with job applications, I can tell\u00a0Amish\u2019s story<\/a>\u00a0about being rejected by\u00a0all five\u00a0<\/strong>big tech companies<\/a>\u00a0(Microsoft, Google, Apple, Facebook and Amazon) before landing a role he enjoyed with Bloomberg. Learn to live with rejection, it\u2019s a normal part of job hunting but it will most likely work out for you in the end.<\/p>\n When talking about not overlooking smaller employers, I can tell\u00a0Raluca\u2019s story<\/a>\u00a0about how she worked for a local company called\u00a0Koder.ly<\/a>\u00a0in Oldham at the end of her first year, then moved onto CERN for her placement year and subsequent graduate role. You can start small, think big and remember that experience matters.<\/p>\n When discussing the importance of networking, I can tell\u00a0Jonathan\u2019s story<\/a>\u00a0about how he grew his professional network and found hidden vacancies by attending local tech meetups in Manchester. It\u2019s not just what you know, it\u2019s who you know.<\/p>\n These are just five short stories, from the twelve longer stories that students have shared with me. Recording them as podcasts has enabled me to amplify the student voice for more people to hear.<\/p>\n Another benefit of the podcast is, it has strengthened our community of students, alumni and employers. With permission, students have shared their LinkedIn profiles to facilitate digital networking. This means that students can find out about and connect with peers they might never otherwise have spoken to. It has also helped staff and employers understand better what challenges students face in an increasingly competitive job market.<\/p>\n So, what started as an experimental side project, has now become a key part of my teaching toolkit. It\u2019s also has been rewarding to listen to and record students stories in an audio podcast format.<\/p>\n Podcasting is a low cost tool with many benefits for teachers and learners alike. Audio is fantastic medium for recording conversations and stories, especially if (like me), you have a \u201cgood face for radio\u201d. [2] Most students are much more comfortable talking to a microphone than a video camera, because having a natter over a brew is a very natural format. Podcasting forces me to spend more time thinking about dialogue and less time making flashy animations and graphically-driven PowerPoint monologues. In this case, it\u2019s enabled me to focus on what students are teaching other, rather than what I\u00a0think<\/em>\u00a0they need to learn, so I can improve the Intended Learning Outcomes (ILOs) for my courses.<\/p>\n The student voices I\u2019ve chosen to amplify have been deliberately \u201ccherry picked\u201d so I can\u2019t pretend that their voices are representative of the entire study body. However, recording a few key voices documents how students learn professional skills for the workplace in a way that other students can learn from. A lot of higher education focuses on a narrow set of academic and technical skills, alongside fundamental knowledge. These are important, but a rounded education should develop a much broader set of softer personal and social skills that are just as important to talk about and recognise as the hard technical skills. Education is the sum of\u00a0all<\/strong>\u00a0these skills and knowledge, students play as important a role in teaching each other as their teachers do, shown in figure 5.<\/p>\n As Stephen Fry points out, students play a crucial and often overlooked role in the education of their peers. Their voices need to be heard by a wider audience, not just their fellow students but their employers and educators too. Audio podcasting is a good way to amplify their voices. If you are a former student of Computer Science at the University of Manchester and would like to amplify your story about your personal journey from student to professional (and beyond),\u00a0get in touch<\/a>.<\/p>\n In the future, I plan to keep recording and broadcasting student voices to broaden the set of interviewees to include alumni who graduated further back in time. I welcome any comments on how these interviews can be improved in the future. Subscribe and listen wherever you get your podcasts:<\/p>\n References<\/strong><\/p>\n<\/figure>\n Thanks to all the students shown in figure 1 who took the time to tell me their stories:\u00a0Raluca Cruceru<\/a>,\u00a0Jason Ozuzu<\/a>,\u00a0Brian Yim Tam<\/a>,\u00a0Carmen Faura Pr\u00e1xedes<\/a>,\u00a0Sneha Kandane<\/a>,\u00a0Alice P\u0103curaru<\/a>,\u00a0Jonathan Cowling<\/a>,\u00a0Ivo Iliev<\/a>,\u00a0Ingy Abdelhalim<\/a>,\u00a0Nadine Abdelhalim<\/a>,\u00a0Amish Shah<\/a>\u00a0&\u00a0Pedro Sousa<\/a>.<\/p>\n Thanks also to all the employers who\u2019ve hosted these students as interns, placement students and graduates where they\u2019ve learned professional skills that would be impossible to develop in a purely academic environment. These include Amazon Web Services\u00a0aws.com<\/a>,\u00a0arm.com<\/a>,\u00a0home.barclays<\/a>,\u00a0home.cern<\/a>,\u00a0disney.com<\/a>,\u00a0disneyplus.com<\/a>,\u00a0equalexperts.com<\/a>, Google,\u00a0imago.cs.manchester.ac.uk<\/a>\u00a0(our student software company led by\u00a0Suzanne Embury<\/a>),\u00a0infinityworks.com<\/a>\u00a0(part of Accenture),\u00a0koder.ly<\/a>,\u00a0matillion.com<\/a>,\u00a0moneysupermarket.com<\/a>,\u00a0morganstanley.com<\/a>,\u00a0nomura.com<\/a>,\u00a0palantir.com<\/a>,\u00a0publicissapient.com<\/a>,\u00a0recursiveai.co.jp<\/a>,\u00a0thg.com<\/a>\u00a0and\u00a0wise.com<\/a>.<\/p>\n Thanks\u00a0Jez Lloyd<\/a>\u00a0for getting me into podcasting with the\u00a0CS@Manchester podcast<\/a>.<\/p>\n Thanks to\u00a0Thomas Carroll<\/a>\u00a0and\u00a0Andrea Schalk<\/a>\u00a0who are responsible for current and previous incarnations of our PASS scheme in Computer Science.\u00a0studentnet.cs.manchester.ac.uk\/ugt\/pass<\/a><\/p>\n Thanks\u00a0Judy Williams<\/a>, Jennie Blake, Hannah Cobb, Holly Dewsnip-Lloyd, Lisa McDonagh, Freya Corrywright, Beth Rotherham, Emma Sanders, Patricia Clift Martin and everyone at the\u00a0Institute for Teaching and Learning (ITL)<\/a>\u00a0for organising the conference where this talk was first presented.<\/p>\n I look forward to an even\u00a0bigger and better ITL conference<\/a>\u00a0in 2024!<\/p>\n [\/et_pb_text][et_pb_post_nav _builder_version=”3.0.106″ in_same_term=”off” show_prev=”on” show_next=”on” prev_text=”Previous” next_text=”Next” locked=”on” parent_locked=”off” \/][et_pb_comments _builder_version=”3.17.6″ show_count=”off” header_font_size_tablet=”51″ header_line_height_tablet=”2″ custom_button=”on” button_text_color=”#ffffff” button_use_icon=”off” locked=”on” parent_locked=”off” button_text_size__hover_enabled=”off” button_text_size__hover=”null” button_one_text_size__hover_enabled=”off” button_one_text_size__hover=”null” button_two_text_size__hover_enabled=”off” button_two_text_size__hover=”null” 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background_repeat=”repeat” background_size=”initial”]<\/p>\n +44 (0) 161 306 6000<\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_3″][et_pb_text admin_label=”Find Us Title” global_parent=”380″ background_layout=”dark” text_text_color=”#ffffff” parent_locked=”off” background_position=”top_left” background_repeat=”repeat” background_size=”initial”]<\/p>\n [\/et_pb_text][et_pb_text admin_label=”Address” global_parent=”380″ background_layout=”dark” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid” module_id=”address” parent_locked=”off” background_position=”top_left” background_repeat=”repeat” background_size=”initial”]<\/p>\n The University of Manchester [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_3″][et_pb_text admin_label=”Connect Title” global_parent=”380″ background_layout=”dark” text_text_color=”#ffffff” parent_locked=”off” background_position=”top_left” background_repeat=”repeat” background_size=”initial”]<\/p>\n [\/et_pb_text][et_pb_code admin_label=”Social Media” global_parent=”380″ parent_locked=”off” _builder_version=”3.17.6″]<\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/ul>\n [\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":" Duncan Hull a lecturer in the Department of Computer Science, director of business engagement and academic lead for our industrial experience program, one of the largest placement schemes in the University (after medicine). How can we get better at listening to student voices to improve teaching and learning in our Universities? 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<\/a><\/p>Student voices on employability<\/h5>\n
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<\/a><\/p>Essential podcast ingredients<\/h5>\n
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Everything I had to know, I heard it on my radio<\/h5>\n
Conclusions: a good face for radio?<\/h5>\n
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Acknowledgements<\/h5>\n
Related<\/h1>\n
Related posts:<\/h3>
<\/div><\/div><\/div>Class Engagement Techniques in a Hybrid Setting<\/h2><\/div><\/div><\/a>
<\/div>Making teaching and learning accessible - upcoming workshop<\/h2><\/div><\/div><\/a>
<\/div>Using photography as an inclusive approach to hearing students\u2019 voices<\/h2><\/div><\/div><\/a><\/div>
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