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Dr Christopher Wiley co-organizes online international conference on music composition and autoethnography

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Dr Christopher Wiley has co-organized, with Dr Iain Findlay-Walsh, a major two-day conference entitled ‘The Autoethnography of Composition and the Composition of Autoethnography’, held on 17–18 June 2020.

Hosted online by the University of Glasgow and the University of Surrey, the event brought together over 250 delegates from across the globe. It featured Professor Peter Gouzouasis as keynote speaker, multiple panel sessions (one of which was chaired by Dr Wiley), and a concluding roundtable discussion (including Dr Wiley as co-chair and speaker).

Click here to download the Conference Programme: Conference brochure PDF

For the video recording of the conference, please contact Dr Wiley directly.

The event followed a previous two-day international conference on music and autoethnography held at the Institute of Musical Research, London in April 2018.

For additional information and the call for papers (now closed): https://goldenpages.jpehs.co.uk/2019/12/09/the-autoethnography-of-composition-and-the-composition-of-autoethnography/

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Dr Christopher Wiley delivers internationally broadcast webinar for Turning Technologies on electronic voting systems

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TurningTechnologies_170x43Dr Christopher Wiley has given a webinar on electronic voting systems and their potential applications in arts and humanities teaching, on Wednesday 4 March 2020, 2–3pm GMT (9–10am EST), as part of the Turning Technologies Webinar Series.

Drawing on his teaching in popular music, classical music, and musical theatre, Dr Wiley’s one-hour webinar, entitled ‘Using Electronic Voting Systems Creatively in the Arts and Humanities’, was broadcast to over 130 registered participants internationally.

Dr Wiley has been an International Distinguished Educator with Turning Technologies since 2012. He has spoken about electronic voting systems to many audiences both internationally and nationally, as well as publishing a report on the use of electronic voting systems in higher education teaching, available online here.

Further information about the webinar may be viewed at the following link: https://www.turningtechnologies.com/news-and-events/webinars/using-electronic-voting-systems-creatively-in-the-arts-and-humanities/

The complete recording of the webinar is available here: https://turningtechnologies-5.wistia.com/medias/3jz3qmqxm1

Dr Christopher Wiley publishes creatively written journal article on autoethnography, autobiography, and arts research

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Dr Christopher Wiley haMDG-Actions published an article in a special issue of Action, Criticism, and Theory in Music Education (the refereed journal of the MayDay Group) on autoethnography and related methodologies, guest-edited by Peter Gouzouasis.

Entitled ‘Autoethnography, Autobiography, and Creative Art as Academic Research in Music Studies: A Fugal Ethnodrama’, the article is written creatively as an imagined dialogue between Dr Wiley and two fictional doctoral students, constructed according to the principles of fugue.

In successive sections, it discusses the application of autoethnography to music studies, the difference between autoethnography and autobiography, and the types of materials that represent valid sources for autoethnography, including creative writing as well as musical works themselves.

Dr Wiley’s article may be read online in HTML format here: http://act.maydaygroup.org/act-18-2-wiley/

It may be downloaded as a PDF here: http://act.maydaygroup.org/articles/Wiley18_2.pdf

The full issue of the journal may be accessed here: http://act.maydaygroup.org/volume-18-issue-2/

Dr Christopher Wiley convenes student panel discussion at University of Surrey Teaching Symposium

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Dr Christopher Wiley facilitated a student discussion panel at the University of Surrey’s sixth annual Surrey ExciTeS (Excellence in Teaching Symposium) on Wednesday 3 April 2019, on the subject of student-staff partnerships.

The forum, entitled ‘Giving music students ownership of their learning’, discussed the Music Project module that had taken place during the previous semester on the theme of musical theatre, and the wide range of activities that students undertook in their assessments, from performances to compositions to organizational roles.

The panel of undergraduate Music students – Diana Nemyrovska, Katy Jackson, Heather Neele, and Edward Bellett-Travers (pictured, l-r) – answered questions from academics and learning support staff from across the University.

Dr Wiley has delivered sessions at Surrey ExciTeS events in 2018201720162015, and 2014, including a previous student discussion panel in 2017.

Case study by Dr Christopher Wiley features in book publication on teaching in higher education

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Developing Your Teaching

Dr Christopher Wiley has featured as a case study in a new book publication on teaching in higher education.

The second edition of Developing Your Teaching: Towards Excellence by Peter Kahn and Lorraine Anderson, in Routledge’s Key Guides for Effective Teaching in Higher Education series, includes vignettes and case studies on a wide range of topics.

Dr Wiley’s case study, ‘Going the extra mile with a postgraduate teaching qualification’, draws upon his experiences in reading for the degree of MA in Academic Practice at City University London, from which he graduated in 2015, in order to consider the benefits of higher education teaching qualifications.

It is a streamlined and reworked version of an essay that Dr Wiley previously published in Educational Developments, The Magazine of the Staff and Educational Development Association (SEDA), in December last year.

Details of the book may be found here: https://www.routledge.com/Developing-Your-Teaching-Towards-Excellence-2nd-Edition/Kahn-Anderson/p/book/9781138591196

Dr Christopher Wiley publishes article on module evaluation surveys in Studies in Educational Evaluation journal

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X0191491XDr Christopher Wiley has published an article on standardized student evaluation of teaching in the peer-reviewed journal Studies in Educational Evaluation (ISSN: 0191-491X).

Dr Wiley’s article, ‘Standardised module evaluation surveys in UK higher education: Establishing students’ perspectives’, explores the views of student representatives at a single university.

Originally developed in partial fulfilment of the degree of MA in Academic Practice, this research indicates that standardizing module evaluation limits its applicability to local contexts, and that caution should be exercised over interpreting its results in isolation.

Bibliographic citation 

Wiley, Christopher. ‘Standardised module evaluation surveys in UK higher education: Establishing students’ perspectives’, Studies in Educational Evaluation, Vol. 61 (June 2019), pp. 55–65. doi: 10.1016/j.stueduc.2019.02.004

Full text

The full text is available for free download under licence from Surrey Research Insight Open Access.

The article may be previewed here: https://authors.elsevier.com/a/1YhNB_,RtPex1z

 

Dr Christopher Wiley publishes article on higher education teaching qualifications in SEDA’s Educational Developments magazine

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seda logoDr Christopher Wiley has published an article in the December 2018 issue (Issue 19.4) of Educational Developments, The Magazine of the Staff and Educational Development Association (SEDA).

Dr Wiley’s article provides a ten-year retrospective reflection on his study for the degree of MA in Academic Practice at City University London, from which he graduated in 2015, as well as discussing the benefits of higher education teaching qualifications more widely.

The essay, ‘In defence of higher education teaching qualifications: Reflections on studying for the degree of MA in Academic Practice, ten years on’, is a longer version of a case study that Dr Wiley has developed for the forthcoming second edition of Kahn and Walsh’s (now Kahn and Anderson’s) Developing Your Teaching, part of Routledge’s Key Guides for Effective Teaching in Higher Education series.

The full contents page of this issue of Educational Developments may be viewed here: https://www.seda.ac.uk/past-issues/19.4

Bibliographic citation

‘In defence of higher education teaching qualifications: Reflections on studying for the degree of MA in Academic Practice, ten years on’, Educational Developments, Issue 19.4 (December 2018), pp.16–17. ISSN 1469-3267

Dr Christopher Wiley addresses Turning Technologies User Conference in Spain

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Dr Christopher Wiley at the Universitat Autònoma de BarcelonaDr Christopher Wiley has spoken at the Turning Technologies User Conference 2018, held at the Universitat Autònoma de Barcelona, Spain on Wednesday 7 November 2018.

Drawing on the uses of electronic voting systems in his university teaching in music across several years, Dr Wiley’s presentation ‘Using Electronic Voting Systems Creatively in the Arts and Humanities’ was given to an audience of some 25 international academics and learning technologists.

A Distinguished Educator with Turning Technologies since 2012, Dr Wiley has previously addressed User Conferences in the UK, Ireland, Germany, and Denmark.

The full programme for the conference may be viewed here: https://s3.amazonaws.com/imgsrv.turningtechnologies.com/marketing/intl_images/TTUC+Barcelona+-+Agenda.pdf

Dr Wiley also discussed his talk in a post on Turning Technologies’s website: https://www.turningtechnologies.eu/2018/10/11/vote-for-the-arts-and-humanities/

Dr Christopher Wiley presents paper at Popular Music Education Symposium at Western University, Ontario, Canada

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Dr Christopher Wiley addressed the inaugural ‘Progressive Methods in Popular Music Education’ Symposium at Western University, London, Ontario, Canada, on Friday 8 June 2018, presenting remotely via video-conference link from his office at the University of Surrey.

Dr Wiley’s paper, ‘From Research-led Teaching to Teaching-led Research: Keeping Curricula Contemporary in Higher Education Popular Music’, discussed the relationship between teaching and research in twenty-first-century UK higher education, with specific reference to his delivery of an undergraduate module on Adele’s 25 album.

A previous version of his presentation had been given at an international conference at the Institute of Musical Research, London (UK) in April 2018, focussing on the use of autoethnography as the principal methodology for the study rather than (as at this conference) on the pedagogy of popular music education and the curriculum design itself.

The two-day Symposium was hosted by the Don Wright Faculty of Music, concurrently with MayDay Group Colloquium 30. Together, the two events attracted a diverse line-up of presenters as well as over 100 registered delegates.

Further information about the ‘Progressive Methods in Popular Music Education’ Symposium is available online: http://www.music.uwo.ca/outreach/symposium-on-progressive-methods.html

The conference programme may be downloaded here: http://www.music.uwo.ca/outreach/images-pdf/mayday-progressive-methods-conference-program-2018.pdf

And presenter abstracts and biographies are available here: http://www.music.uwo.ca/outreach/images-pdf/PM-Abstracts-Fri.pdf

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Dr Christopher Wiley organizes and presents paper at major international conference at the Institute of Musical Research, London

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Institute of Musical Research - Court Room

Dr Christopher Wiley has organized the two-day international conference, ‘Beyond “Mesearch”: Autoethnography, Self-Reflexivity, and Personal Experience as Academic Research in Music Studies’, held at the Institute of Musical Research, University of London, on 16-17 April 2018.

The conference, which was supported by the Institute of Musical Research as well as the University of Surrey, drew strong interest from a large international delegation of around 80 participants from across the UK, Europe, North America, and Australia.

It featured three keynote addresses and 20 papers arranged in a series of parallel sessions, together with an innovative group discussion session (which may form a model to be adopted more widely at future conferences in music studies) in which delegates separated into smaller breakout groups led by a senior academic before reporting back to the conference.

Dr Wiley also chaired a number of sessions and facilitated discussions on a range of topics, as well as delivering his paper ‘From Research-led Teaching to Teaching-led Research: An autoethnographic enquiry into keeping curricula contemporary in higher education popular music’, elements of which have previously been presented at academic forums in both music and education studies.

This event followed the success of the multi-disciplinary conference recently co-organized by Dr Wiley, Writing About Contemporary Artists: Challenges, Practices, and Complexities’, held at the University of Surrey from 20-22 October 2017.

Dr Wiley previously co-organized a two-day international conference, ‘Musical Biography: National Ideology, Narrative Technique, and the Nature of Myth’, at the Institute of Musical Research in April 2015.

Further information about the ‘Beyond “Mesearch”’ conference may be found at the website: https://www.surrey.ac.uk/department-music-media/research/autoethnography-and-self-reflexivity-music-studies

The full programme, including abstracts, is available here: https://christopherwiley.files.wordpress.com/2018/04/imr-beyond-mesearch-conference-programme-16-17-april-2018.pdf

 

Dr Christopher Wiley leads session at University of Surrey Teaching Symposium

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Dr Christopher Wiley at Surrey ExciTeS 2018Dr Christopher Wiley delivered a presentation and facilitated the ensuing discussion at the University of Surreys fifth annual Surrey ExciTeS (Excellence in Teaching Symposium) on Wednesday 3 January 2018.

His session, ‘From Research-led Teaching to Teaching-led Research: Keeping curricula contemporary’, explored the relationship between teaching and research and its implications for maintaining up-to-the-minute taught university curricula, for which substantial original research may necessarily be undertaken by the lecturer for the express purposes of teaching (as distinct from research previously conducted with a view to publication and used within the classroom only as a secondary endeavour).

To illustrate his arguments, Dr Wiley outlined aspects of the design of his first-year undergraduate module on Adele’s 25 album, previously discussed in a roundtable panel he convened for the Study Day on ‘Teaching and Creativity in Popular Music’ held at the University of Surrey on 10 June 2017.

Dr Wiley concluded his session by contending that the dichotomy often posited in the academic profession between teaching and research, typically viewed as two distinct (if not mutually exclusive) activities, is unhelpful for its omitting to take account of the extent of the middleground between them. He further suggested that just as teaching may be research-led, (pedagogic) research may itself correspondingly be led by teaching.

Dr Wiley has participated in all four previous Surrey ExciTeS events, delivering sessions in 201720162015, and 2014.

Dr Christopher Wiley becomes a Principal Fellow of the Higher Education Academy (PFHEA)

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PFHEA Certificate - Dr Christopher WileyDr Christopher Wiley has been awarded Principal Fellowship of The Higher Education Academy, and is thereby entitled to use the post-nominals PFHEA.

This is the highest level of professional recognition available from the HEA, and acknowledges sustained and effective strategic leadership demonstrated at institution-wide or inter/national level in relation to learning and teaching. To date, it has been awarded only to an elite group of some 800 academic and academic-related staff across the UK.

Dr Wiley is the only current permanent member of academic staff at the University of Surrey to achieve this status and one of the first nationally within the discipline of Music. It follows his successful application for Senior Fellowship, the HEA’s second-highest level of professional recognition, in 2015.

Applications of up to 7,500 words in length are evaluated by an external panel of HEA reviewers against Descriptor 4 of the UK Professional Standards Framework for teaching and learning support in Higher Education. Several advocate statements from suitably qualified individuals are also required in support of the candidate.

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Further information about the HEA’s Fellowship scheme, and the different levels of professional recognition it offers, may be found here: https://www.heacademy.ac.uk/individuals/fellowship

Dr Christopher Wiley co-authors presentation at International Symposium on Pedagogic Frailty at the University of Surrey

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Pedagogic-frailty-symposium-programmeDr Christopher Wiley and Jo Franklin (Guildford School of Acting) co-authored an interactive presentation delivered as part of the First International Symposium on Pedagogic Frailty and Resilience held at the University of Surrey on Wednesday 6 September 2017.

The session, entitled ‘Dialogic Approaches to Pedagogic Frailty’, explored how the authors had proactively sought to extend the results of two previous research projects in which they had been separately involved, including Dr Wiley’s co-authored autoethnographic study of pedagogic frailty in arts and humanities education.

They outlined the ‘reciprocal autoethnography’ approach by which they expanded the parameters of their earlier studies, as well as the methods by which they comparatively analysed the concept maps that resulted from previous research, independently of the original interviewer.

Based on their book chapter on autoethnography and pedagogic frailty, the presentation concluded by considering the potential for future expansion of the pedagogic frailty process as well as its benefits in terms of enhancing understanding of the preoccupations, priorities, and motivations of colleagues and teams.

The one-day symposium brought together some 40 academic colleagues from across the UK and internationally.

Further information about the symposium is available at the following link: https://www.surrey.ac.uk/department-higher-education/events/pedagogic-frailty

The full programme, including abstracts, may be downloaded here: https://www.surrey.ac.uk/sites/default/files/Pedagogic-frailty-symposium-programme.pdf

 

Dr Christopher Wiley organizes Study Day on Teaching and Creativity in Popular Music and convenes roundtable

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Dr Christopher Wiley organized a Study Day on ‘Teaching and Creativity in Popular Music’ at the University of Surrey on Saturday 10 June 2017, bringing together some 25 higher education academics from across England.

The day comprised a combination of paper presentations and innovative teach-in workshops, in which facilitators presented aspects of their teaching techniques in performance, songwriting, and production in genres ranging from musical theatre to hip hop.

Also included was a central roundtable discussion (pictured, below) on the subject of ‘Pedagogical Practice in Popular Music Teaching in Higher Education: Creative approaches and continuing challenges’, which Dr Wiley convened and on which he spoke about the challenges of designing an undergraduate module on genuinely contemporary popular music (specifically, Adele’s 25 album) in the absence of an established scholarly discourse on which to draw.

Study Day on Teaching and Creativity in Popular Music - Roundtable

The event was held under the aegis of the London and South-East England 21st Century Music Practice Research Network founded in 2016 between 20 higher education institutions, as one of a series of study days framed around its six headline themes.

Further information is available at the website for the Study Day: https://www.surrey.ac.uk/department-music-media/research-department/popular-music-teaching-creativity

The full programme for the event is available here: https://www.surrey.ac.uk/sites/default/files/Study%20Day%20on%20Teaching%20and%20Creativity%20in%20Popular%20Music%20(programme).pdf

Dr Christopher Wiley co-authors book chapter on autoethnography and pedagogic frailty

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Pedagogic FrailtyDr Christopher Wiley and Jo Franklin (Guildford School of Acting) have co-authored a chapter published in the book Pedagogic Frailty and Resilience in the University, edited by Ian M. Kinchin and Naomi E. Winstone.

Their essay, ‘Framed Autoethnography and Pedagogic Frailty: A Comparative Analysis of Mediated Concept Maps’, extends two research projects on which the authors have previously worked, including Dr Wiley’s co-authored autoethnographic study of pedagogic frailty in arts and humanities education.

Adopting a ‘reciprocal autoethnography’ approach to operate independently of the original interviewer in order comparatively to analyse the concept maps that resulted from earlier research, they considered the benefits of pedagogic frailty to the development of greater mutual understanding between different staff members by way of nurturing resilience.

Bibliographic citation 

Wiley, Christopher and Jo Franklin. ‘Framed Autoethnography and Pedagogic Frailty: A Comparative Analysis of Mediated Concept Maps’, in Ian M. Kinchin and Naomi E. Winstone eds. Pedagogic Frailty and Resilience in the University. Rotterdam: Sense, 2017, pp. 17–32.

Further information 

Listing of the volume on the publisher’s website: https://www.sensepublishers.com/catalogs/bookseries/other-books/pedagogic-frailty-and-resilience-in-the-university/

Dr Christopher Wiley co-authors journal article on pedagogic frailty in arts and humanities education

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Dr Christopher Wiley and Professor Ian M. Kinchin (Department of Higher Education, University of Surrey) have co-authored an article published in the international peer-reviewed journal Arts and Humanities in Higher Education

Entitled ‘Tracing pedagogic frailty in arts and humanities education: An autoethnographic perspective’, the article represents an autoethnographic study of Dr Wiley as a leading academic in arts and humanities teaching in higher education, using Professor Kinchin’s model of pedagogic frailty (see diagram below) in order to develop a series of mediated concept maps.

Supplemented by Dr Wiley’s own narratives and with an extended conclusion contemplating the benefits of pedagogic frailty and the autoethnographic process, it constitutes the most extensive single-subject study of pedagogic frailty in higher education to date.

Dr Wiley has previously used autoethnographic approaches in relation to pedagogic research in an article published in Learning at City Journal in 2014.

Further information about Professor Kinchin and Dr Wiley’s journal article, including the abstract, may be found at the following link: http://journals.sagepub.com/doi/pdf/10.1177/1474022217698082

Bibliographic citation 

Kinchin, Ian M. and Christopher Wiley. ‘Tracing pedagogic frailty in arts and humanities education: An autoethnographic perspective’, Arts and Humanities in Higher Education: An international journal of theory, research, and practice (2017), pp. 1–24. doi: 10.1177/1474022217698082

Full text

The full text is available for free download under licence from Surrey Research Insight Open Access: http://epubs.surrey.ac.uk/813547/

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Dr Christopher Wiley delivers workshop presentation on electronic voting systems in the arts and humanities at the University of York

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Dr Christopher Wiley presented a workshop on using Turning Technologies response technology in the arts and humanities, at a ‘Lunch and Learn’ session held in the JB Morrell Library at the University of York on Wednesday 1 March 2017.

The invitation to deliver the workshop, ‘Enhancing Student Engagement Through Electronic Voting Systems: Innovative Pedagogies and Creative Applications’, followed Dr Wiley’s presentation at the Turning Technologies User Conference in London last year, at which he advocated the use of electronic voting systems in areas other than the STEMM and business subjects with which they are more readily associated.

As an external speaker and International Distinguished Educator with Turning Technologies since 2012, Dr Wiley has recently addressed audiences representing a wide range of disciplines and universities across England, including Lancaster, ExeterSussexBirminghamSouthampton SolentDurhamHull, and Surrey.

He has also spoken internationally at conferences in Ireland, Crete, Germany, and Denmark; delivered an internationally broadcast webinar; presented at the Higher Education Academy’s Arts and Humanities Conference in Brighton; and published a Higher Education Academy report on electronic voting systems.

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Dr Christopher Wiley convenes student panel discussion at University of Surrey Teaching Symposium

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student-discussion-panel-at-surrey-excites-2017Dr Christopher Wiley organized a student discussion panel at the University of Surrey’s fourth annual Surrey ExciTeS (Excellence in Teaching Symposium) on Wednesday 4 January 2017.

Entitled ‘Exploring the potential benefits of online discussion forums in enabling students to become agents of research-led teaching’, the session focused on Dr Wiley’s use of a student-led online discussion forum in his final-year undergraduate module on musical theatre.

The panel of Music students and recent graduates, comprising Karen Taylor, Octavius Longcroft-Wheaton, and Jadene Doak (pictured, l-r), addressed questions from academics drawn from across the University.

Dr Wiley has led sessions at all three of the previous Surrey ExciTeS events in 2014, 2015, and 2016.

The full programme for 2017 symposium (including abstracts) is available here: http://www.surrey.ac.uk/dhe/surrey_excites/Surrey%20ExciTes%202017%20Programme.pdf

Dr Christopher Wiley delivers workshop presentation on electronic voting systems at Lancaster University

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charles-carter-buildingDr Christopher Wiley was the invited external speaker for a ‘Lunch and Learn’ event on Turning Technologies polling software held in the Charles Carter Building at Lancaster University on 15 November 2016.

His one-hour workshop, ‘Enhancing Student Engagement Through Electronic Voting Systems: Innovative Pedagogies and Creative Applications’, was attended by some 25 academics from across the University and was followed by a lively question and answer session. The programme for the event is available here.

Dr Wiley has given learning and teaching workshops on electronic voting systems at several universities across England since 2014, in addition to a recent Keynote at a conference at the University of Exeter and an internationally broadcast webinar.

Update: Dr Wiley has contributed an entry on student response systems to the Educational Developers’ Cookbook, an international online resource launched in December 2016. His piece, entitled ‘Feedback and Evaluation using Electronic Voting Systems’, may be read here: http://teachingcommons.yorku.ca/feedback-and-evaluation-using-electronic-voting-systems/

Dr Christopher Wiley addresses Turning Technologies User Conference in London

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Dr Christopher Wiley reprised his presentation ‘Enhancing Student Engagement Through Electronic Voting Systems: Innovative Pedagogies and Creative Applications’ at the Turning Technologies User Conference held at Thistle City Barbican, London on 24 October 2016.

Dr Wiley was one of four main invited speakers at the conference, which attracted around 40 delegates from across England and further afield. The full programme (including abstracts) is available here: https://www.turningtechnologies.com/pdf/content/2016TTUCLondonAgenda.pdf

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An International Distinguished Educator with Turning Technologies, Dr Wiley has previously spoken at User Conferences in Denmark, Germany, and Dublin, as well as delivering learning and teaching workshops at several UK universities and a recent internationally broadcast webinar.

Dr Christopher Wiley delivers internationally broadcast webinar for Turning Technologies on student response systems

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explore-innovation-dr-christopher-wileyDr Christopher Wiley gave a webinar on student response systems and innovative teaching practices on Wednesday 28 September 2016, 2-3pm EDT, as part of the ‘Explore Innovation with Turning Technologies’ Fall Webinar Series.

Entitled ‘Using Student Response Systems: Creative Applications, Advanced Features, and Tips for Getting Started’, Dr Wiley’s one-hour webinar was broadcast in North America as part of Turning Technologies’s ongoing programme of educational events.

Dr Wiley has been a Distinguished Educator with Turning Technologies since 2012. During his time in this role, he has addressed many audiences both nationally and internationally, and, last year, published a report on using response technology in higher education teaching.

The flyer for the webinar may be viewed here: https://www.turningtechnologies.com/pdf/content/ExploreInnovationWebinarWiley.pdf

Dr Christopher Wiley delivers Keynote at Transforming Technology Enhanced Learning 2016 Conference at the University of Exeter

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IMG_4614Dr Christopher Wiley was one of the Keynote speakers at the Transforming Technology Enhanced Learning (TTEL) Conference held in the Forum at the University of Exeter on Friday 17 June 2016.

Speaking in the Forum’s 400-seat Alumni Auditorium, Dr Wiley delivered his presentation, ‘Enhancing Student Engagement Through Electronic Voting Systems (EVS): Innovative Pedagogies and Creative Applications’, to an audience of around 90 academic staff from the University of Exeter and nearby higher education institutions.

Dr Wiley’s keynote discussed a range of applications and pedagogies with which students may be engaged through EVS, illustrated with various interactive audience-based tasks. Later sections of the talk also considered how EVS may be used in combination with a number of other popular learning technologies.

The one-day conference, designed to promote and disseminate good practices in transforming learning through technology-enhanced teaching, comprised a series of alternating keynotes and parallel workshop sessions.

As a Distinguished Educator with Turning Technologies (one of the event’s sponsors) since 2012, Dr Wiley has recently given presentations and workshops on learning and teaching at several universities across England, as well as writing a report on using electronic voting systems in arts and humanities teaching, published by the Higher Education Academy.

The webpage for the TTEL Conference is available at the following link: https://as.exeter.ac.uk/education-quality-enhancement/e-learning/ttelconference2016/

The draft programme may be downloaded here: https://as.exeter.ac.uk/media/universityofexeter/academicservices/educationenhancement/TTEL2016Draft2.pdf

The School of Arts at the University of Surrey celebrates top rankings in The Guardian’s University League Tables 2017

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The-Guardian-logo-100x100The School of Arts at the University of Surrey is celebrating excellent rankings in The Guardian’s UK University League Tables 2017, published today as part of the Guardian University Guide.

The Guardian league tables rank the University of Surrey No. 1 nationally for Music, No. 2 nationally for Drama & Dance, and No. 4 nationally in the overall league table.

As Director of Learning & Teaching for the School of Arts, Dr Christopher Wiley has taken a lead in developing the School’s learning & teaching and student experience strategies. This has included the initiatives by which its students have been engaged in completion of the National Student Survey, the latest results for which similarly placed the School’s subject areas at No. 1 and No. 2 nationally.

The Guardian league tables represent one of the most influential rankings of UK universities, and incorporate multiple metrics from the National Student Survey including student satisfaction with teaching, satisfaction with feedback and assessment, and overall satisfaction with the course.

Further information on the successes of the School of Arts in The Guardian league tables 2017 may be found here: http://blogs.surrey.ac.uk/arts/2016/05/23/guardian-league-table-2017-results-music-at-no-1-drama-dance-at-no-2/

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Dr Christopher Wiley delivers presentation at the Higher Education Academy’s Arts and Humanities Teaching and Learning Conference in Brighton

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Dr Christopher Wiley has given a presentation at the Higher Education Academy’s inaugural Arts and Humanities conference, ‘Inspire – sharing great practice in Arts and Humanities teaching and learning’, held at The Waterfront Hotel, Brighton (now Jurys Inn Brighton Waterfront) on 3–4 March 2016.

In the half-hour session, entitled ‘How to… use electronic voting systems creatively in arts and humanities teaching’, Dr Wiley outlined a variety of innovative ways in which he has incorporated electronic voting systems into his teaching in the Arts and Humanities over the years. The abstract for Dr Wiley’s talk, which immediately followed the conference’s opening keynote lecture, may be read here.

Acknowledged as a Distinguished Educator by Turning Technologies, Dr Wiley has previously given workshops on the use of electronic voting systems in higher education teaching at six UK universities in the past two years, as well as publishing the report Using Electronic Voting Systems in the Arts and Humanities last year as part of the Higher Education Academy’s Innovative Pedagogies series.

The complete programme for the conference (for which Dr Wiley also acted as a specialist reviewer of proposal submissions) is available here: https://www.heacademy.ac.uk/sites/default/files/artsandhumanities-conference-programme_6.pdf

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Dr Christopher Wiley guest-hosts Learning and Teaching in Higher Education Twitter chat (#LTHEchat)

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SocioViz Visualisation of LTHEchatOn 3 February 2016, Dr Christopher Wiley was invited to guest-host the 44th Learning and Teaching in Higher Education Twitter chat, which runs weekly on Wednesdays from 8-9pm GMT using the hashtag #LTHEchat, and involves HE practitioners from across the UK and beyond at all stages of their career.

Dr Wiley’s #LTHEchat, on the subject of ‘Using music creatively to enhance non-music teaching’, generated a large volume of lively debate from its many contributors and resulted in some 500 tweets in the course of the scheduled 60 minutes. A SocioViz visualisation of the network of participants during the chat is pictured above right, and a Storify of the session is available here: https://storify.com/LTHEchat/tweetchat-no-44

Update: Following the #LTHEchat, Dr Wiley was invited to contribute a guest post to the University’s Surrey Social Media blog, on Twitter chats and their value to academics. He discusses his experiences of #LTHEchat in his post, ‘Twitter chats – why are they useful and how do they benefit academic staff?’, which appeared on 5 February and may be read here: http://blogs.surrey.ac.uk/socialmedia/twitter-chats-why-are-they-useful-and-how-do-they-benefit-academic-staff/

Dr Christopher Wiley is profiled in the University of Surrey’s Annual Review 2015 as an Inspiring Academic

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Inspiring AcademicsDr Christopher Wiley is featured in the University of Surrey’s Annual Review 2015, as one of 3 Inspiring Academics and 6 Exceptional Students across the institution.

Dr Wiley (profiled on p.11 of the Annual Review) discusses highlights of the past year including the Opportunities & Networking Event and ‘Careers in the Arts’ panel discussion, being nominated for the Students’ Union Academic Staff Member of the Year award, gaining Senior Fellowship of the Higher Education Academy, and writing a report on the use of electronic voting systems in arts and humanities teaching, as well as his prolific activity in 2015 as a research-active Musicologist, publishing book chapters, organising an international conference, presenting papers at major UK universities, and giving talks for the Royal Philharmonic Orchestra and Glyndebourne Tour.

The Annual Review may be downloaded in full here: http://ow.ly/XEIuO

Dr Christopher Wiley organizes Learning and Teaching development event at the University of Surrey

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School of Arts Learning & Teaching event, University of SurreyDr Christopher Wiley organized a half-day Learning and Teaching development event for the School of Arts at the University of Surrey on 12 January 2016. This was the fifth forum of this nature in two years (see information about previous events here), and involved some 40 staff from across the institution.

This event incorporated a training session led by the University’s Student Services on the pastoral side of Personal Tutoring, as well as a discussion forum on student evaluation of teaching facilitated by Dr Wiley, which considered how academic staff might seek to maximize the effectiveness of feedback received from students for purposes of ongoing teaching enhancement.

A blog post written by Dr Wiley, in which the School of Arts Learning and Teaching symposia are discussed, has recently appeared on the Association of National Teaching Fellows blog. The post, entitled ‘How do National Teaching Fellows make a contribution in their institution?’, may be read at the following link:

http://ntf-association.com/national-teaching-fellows/how-do-national-teaching-fellows-make-a-contribution-in-their-institution/

Update: With over 400 reads in the week in which it appeared, Dr Wiley’s post set a new record for the Association of National Teaching Fellows blog.

Dr Christopher Wiley co-facilitates discussion forum at University of Surrey Teaching Symposium

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Surrey ExciTeS 2016 discussion forumDr Christopher Wiley co-facilitated a discussion forum at the University of Surrey’s annual Surrey ExciTeS (Excellence in Teaching Symposium) on Wednesday 6 January 2016.

Entitled ‘How can we increase teaching quality without increasing teaching preparation time?’,  the session was based on a longer workshop previously run at the School of Arts Learning and Teaching development event in September 2015.

Dr Wiley was joined for the discussion forum by two colleagues from Guildford School of Acting, Anna McNamara and Sean McNamara, as co-presenters. The session saw some 30 staff from across the institution engage in exploration of strategies by which teaching may simultaneously optimize preparation time and increase student engagement.

This is Dr Wiley’s third appearance at Surrey ExciTeS, following contributions in 2014 (the inaugural event) and 2015.

The full programme for Surrey ExciTeS 2016 may be found here: http://www.surrey.ac.uk/dhe/surrey_excites/Surrey%20ExciTeS%202016%20Programme.pdf

Dr Christopher Wiley receives nominations for multiple University awards in 2015

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Dr Christopher Wiley has received awards and nominations for several major teaching prizes at the University of Surrey in 2015, after less than two years in post as Director of Learning and Teaching for the School of Arts.

USSU Awards 2015In April 2015, Dr Wiley was nominated for The Lynne Millward Award for Academic Staff Member of the Year, which is run by the University of Surrey Students’ Union (awards ceremony pictured, right). Nominations for this award are submitted by the students themselves and it is therefore highly competitive.

Then in June, Dr Wiley was announced as the winner of the Faculty Learning and Teaching Award for the Faculty of Arts and Human Sciences (prior to its becoming the Faculty of Arts and Social Sciences), as well as being shortlisted for The Vice-Chancellor’s Teaching Excellence Award.

Finally, at a prestigious awards ceremony on 23 November 2015 (pictured below), Dr Wiley was announced as the runner-up for The Vice-Chancellor’s Teaching Excellence Award. This award recognises sustained excellence in teaching, innovative curriculum development, and enhancement of the student experience – thereby illustrating the impact that Dr Wiley has made within the University of Surrey in a relatively short space of time.

Vice-Chancellor's Awards 2015

 

Dr Christopher Wiley publishes Higher Education Academy report on Using Electronic Voting Systems in the Arts and Humanities

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Dr Christopher Wiley - Using Electronic Voting Systems in the Arts and HumanitiesDr Christopher Wiley has written a report entitled Using Electronic Voting Systems in the Arts and Humanities, published by the Higher Education Academy as part of its newly launched Innovative Pedagogies series.

The 8,000-word funded report discusses a wide variety of ways in which electronic voting systems (EVS) may be embedded within arts and humanities teaching, drawing on a range of examples from Dr Wiley’s own academic practice, as well as offering advice to educators who may be considering the introduction of EVS in their own teaching.

As a National Teaching Fellow, Dr Wiley was one of a number of Higher Education practitioners across the UK who were recently invited to contribute to this series of publications.

Through his innovative work on the use of electronic voting systems in Higher Education teaching, Dr Wiley has become a Distinguished Educator with Turning Technologies as well as delivering presentations at conferences across Europe (Ireland, Greece, Germany, and Denmark) and at six UK universities in the past two years.

Dr Wiley’s full report may be freely downloaded at the following link: https://www.heacademy.ac.uk/sites/default/files/dr_chris_wiley_final.pdf

The abstract may viewed be here: https://www.heacademy.ac.uk/using-electronic-voting-systems-arts-and-humanities

Bibliographic citation 

Wiley, Christopher. Using Electronic Voting Systems in the Arts and Humanities, Innovative Pedagogies series. York: Higher Education Academy, 2015. Available online at <https://www.heacademy.ac.uk/using-electronic-voting-systems-arts-and-humanities>.

Update: Dr Wiley’s report was featured on the Turning Technologies blog on 20 July 2016. The link to the post is as follows: https://www.turningtechnologies.com/blog/2016/07/Audience-Response-Systems-Arent-Just-For-STEM

Dr Wiley also contributed an invited blog entry to the Turning Technologies UK website on 2 August 2016. Entitled ‘Three Creative Ways to use Audience Response Systems’, it may be read here: http://turningtechnologies.co.uk/blog/2016/08/Three-Creative-Ways-to-

Dr Wiley convenes inaugural School of Arts ‘Opportunities and Networking’ event at the University of Surrey

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School of Arts 'Opportunities and Networking' Event, University of Surrey

The School of Arts at the University of Surrey held its first ‘Opportunities and Networking’ event in the Ivy main auditorium, Ivy Arts Centre on Thursday 8 October 2015, organized by Dr Christopher Wiley.

Over 100 students were in attendance across the subject areas of Music and Sound Recording, Theatre, Dance, Digital Media Arts, and the Guildford School of Acting.

The event introduced students to the many different possibilities for them to collaborate with one another on different School of Arts programmes, provided them with information about extra-curricular University activities related to the arts, facilitated their networking with students elsewhere in the School, and enabled them to register their interest in collaborating with one another via sign-up sheets.

Dr Wiley compèred the event, which featured contributions from range of other School of Arts staff as well as students. The evening ended with a series of networking activities designed to enable students to meet one another and to discuss their interests in collaborating on arts projects, followed by more informal opportunities to chat over pizza and soft drinks.

This ‘Opportunities and Networking’ event follows in the footsteps of an equally successful and well-attended panel discussion on ‘Careers in the Arts’, co-organized by Dr Wiley and hosted by the School of Arts earlier in the year.

Dr Christopher Wiley writes on ‘Les Misérables at 30’ for The Conversation

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Les MisérablesDr Christopher Wiley has contributed an article to The Conversation on the enduring popularity of Les Misérables, the world’s most successful musical, ahead of the 30th anniversary of its London production on 8 October 2015.

Dr Wiley’s article, ‘Les Misérables at 30: breaking hearts and records’, discussed aspects of the show’s plot and musical score, the role played by writers Alain Boublil and Claude-Michel Schönberg and by producer Cameron Mackintosh, as well as more recent developments such as Tom Hooper’s 2012 film adaptation.

The full article may be read here: https://theconversation.com/les-miserables-at-30-breaking-hearts-and-records-48535

This is the second time that Dr Wiley has written for The Conversation, the first being a scholarly response to Stephen Fry, which has received 4,000 hits to date.

Founded in Australia in 2011 and launched in the UK in 2013, The Conversation is an independent global news website featuring stories and opinions sourced from the scholarly community. The University of Surrey is one of its founding UK partners.

Update: Dr Wiley’s Les Misérables article received over 1,300 hits by the end of 8 October (UK time), with readers fairly evenly distributed between the UK, US, Australia, and Continental Europe.

Dr Christopher Wiley leads Learning and Teaching development event at the University of Surrey

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School of Arts Learning & Teaching development event, University of SurreyDr Christopher Wiley convened and facilitated a Learning and Teaching development event for the School of Arts at the University of Surrey on Friday 18 September 2015.

40 academics from across the subject areas of Music and Sound Recording, Dance, Theatre, Digital Media Arts, and the Guildford School of Acting participated in two lively and productive discussions led by Dr Wiley during the half-day event.

Both designed to enable the sharing of best practices across the School, the first discussion workshop considered current School policy in relation to teaching, while the second explored strategies for teaching enhancement with a particular focus on student engagement and interactivity.

This was the fourth of the biennial School of Arts Learning and Teaching events instigated by Dr Wiley in his role as Director of Learning and Teaching, following the success of similar forums in January 2015September 2014, and January 2014.

Dr Christopher Wiley delivers workshop presentation on electronic voting systems at the University of Sussex

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COd2wWcW8AArD0yDr Christopher Wiley was the invited external speaker at a Turning Technologies ‘Lunch and Learn’ event on electronic voting systems held in the Jubilee Building at the University of Sussex on 9 September 2015.

During his 50-minute workshop, Dr Wiley explored the issue of engaging students with electronic voting systems using both bespoke handsets and the students’ own mobile devices, referring to a series of worked examples from his own teaching in order to demonstrate some of the more creative and advanced ways of deploying response technology.

Dr Wiley’s presentation, which was attended by an audience of 25 academic staff drawn primarily from the School of Business, Management, and Economics, was followed by a separate talk by René Moolenaar from the University of Sussex. The programme for the complete session is available here.

This event marks the sixth UK university at which Dr Wiley has delivered workshops on electronic voting systems since 2014 (the others being Birmingham, Southampton SolentDurhamHull, and Surrey).

The School of Arts at the University of Surrey celebrates successes in the National Student Survey 2015

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National Student SurveyThe School of Arts at the University of Surrey is celebrating excellent results in the 2015 National Student Survey (NSS), including a score of 95% for overall satisfaction, with Dance and Music reaching No. 1 and No. 2 in the national subject rankings, respectively.

The School made gains in every one of the survey’s 22 questions, including a score of 99% satisfaction overall in the ‘Teaching on the course’ category. Three programmes – BMus Music, BMus Creative Music Technology, and BA Dance – all scored the maximum 100% for overall satisfaction.

As Director of Learning and Teaching for the School of Arts, Dr Christopher Wiley has taken a lead in developing the School’s student experience strategy, including the initiatives by which its students were engaged in completion of the NSS.

The National Student Survey is an independently conducted annual survey of final-year undergraduate students across the UK, and has become a high-profile measure of student satisfaction nationally since its introduction ten years ago.

Further information on the achievements of the School of Arts in the 2015 National Student Survey may be found here: http://blogs.surrey.ac.uk/arts/2015/08/12/national-student-survey-2015/

Dr Christopher Wiley speaks at one-day event on electronic voting systems at the University of Birmingham

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Muirhead TowerDr Christopher Wiley was the closing external speaker at ‘Going to the Polls: Teaching and Learning with TurningPoint’, held in Muirhead Tower at the University of Birmingham on 21 April 2015.

The one-day event on the subject of Turning Technologies electronic voting systems saw Dr Wiley deliver an updated version of his paper ‘Enhancing Instructional Interactivity through Electronic Voting Systems: Advanced Features and Innovative Pedagogies’, alongside a series of talks by academics from the University of Birmingham.

Dr Wiley has recently given workshop-style presentations on electronic voting systems at several different UK universities including Southampton SolentDurhamHull, and Surrey.

The full programme for the event, which was attended by around 40 academics from the University of Birmingham and nearby institutions, may be viewed here: http://www.turningtechnologies.com/doc/content/BirminghamEvent-GoingtothePolls.pdf

Dr Christopher Wiley becomes a Senior Fellow of the Higher Education Academy (SFHEA)

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SFHEA Certificate - Dr Christopher WileyDr Christopher Wiley has received professional recognition from The Higher Education Academy as a Senior Fellow, becoming one of the first academic staff at the University of Surrey to achieve this status.

Senior Fellowship, one of four levels of recognition offered by The Higher Education Academy, is awarded to applicants who demonstrate an established record of teaching and of academic leadership in relation to teaching provision.

Applications of 5,000-7,000 words in length are evaluated by The Higher Education Academy against its UK Professional Standards Framework for teaching and learning support in Higher Education.

Further information about Senior Fellowship of The Higher Education Academy may be found here: https://www.heacademy.ac.uk/professional-recognition/hea-fellowships/become-senior-fellow-hea

The Higher Education Academy

Dr Christopher Wiley graduates from the MA in Academic Practice programme at City University London

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Dr Christopher Wiley: MA in Academic Practice graduationDr Christopher Wiley graduated with a Master of Arts in Academic Practice from City University London at a ceremony held at the Barbican Centre, London on 28 January 2015.

Dr Wiley was awarded the MA in Academic Practice with Distinction in October 2014, having studied the degree on a part-time basis from 2008 alongside his lecturing positions at City University London and latterly at the University of Surrey.

Dr Wiley’s areas of study on the programme included Learning, Teaching, and Assessment; ICT in Higher Education; Curriculum Development; Personal Tutoring; Research Supervision; and Academic Leadership.

Pictured below: Dr Wiley with his fellow graduates from the programme, Sally Thorpe (centre) and Emily Allbon (right), both of whom are staff members at City University London.

Christopher Wiley, Sally Thorpe, Emily Allbon

Dr Christopher Wiley convenes Learning and Teaching enhancement event at the University of Surrey

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School of Arts Learning and Teaching event - January 2015Dr Christopher Wiley organized a Learning and Teaching enhancement event for academic staff across the School of Arts at the University of Surrey on 14 January 2015, following the Symposia that had taken place in September 2014 and January 2014.

In a change from previous events, this one adopted a seminar-style format. It combined a discussion forum on the School’s Personal Tutoring system, facilitated by Dr Wiley, with a training session on module descriptors and programme validation co-facilitated by two members of the University’s Directorate of Quality Enhancement and Standards.

Over 30 academic staff were in attendance representing the range of disciplines encompassed by the School, including Music and Sound Recording, Theatre and Dance, Film and Digital Media Arts, and the Guildford School of Acting.

Dr Christopher Wiley facilitates discussion forum at University of Surrey Teaching Symposium

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University of Surrey: Surrey ExciTeSDr Christopher Wiley led a discussion forum at the annual Surrey ExciTeS (Excellence in Teaching Symposium) event at the University of Surrey on Wednesday 7 January 2015.

Dr Wiley’s session, entitled ‘Module Evaluation Questionnaires: How can we use them to enhance teaching?’, drew on his expertise in the field of student evaluation of teaching.

In the course of the forum, Dr Wiley asked how data gathered via module evaluation might be used to enhance teaching and how the quality of that data might be improved, prompting much productive discussion among attendees.

Dr Wiley had previously presented at the inaugural Surrey ExciTeS Symposium in January 2014.

The full programme for Surrey ExciTeS 2015 may be found here: http://www.surrey.ac.uk/dhe/surrey_excites/Surrey%20ExciTeS%202015%20Programme.pdf

Dr Christopher Wiley publishes reflective article on Academic Leadership in Higher Education

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City-University-LogoDr Christopher Wiley has published an article on academic leadership in higher education in City University London’s in-house Learning at City Journal. 

Dr Wiley’s essay, ‘Academic Leadership in Learning and Teaching in Higher Education: A Personal Reflection on one Programme Director’s Professional Development’, provides a retrospective evaluation of his development as an academic leader to date, with particular reference to his previous position as Programme Director of City’s Music BMus programme (2009–13).

Based on work originally undertaken for his MA in Academic Practice, the article considers change management, collaborative leadership, metric-based performance, and the challenges faced by the UK higher education sector today, as well as discussing the ways in which Dr Wiley has sought to apply theories from the scholarly literature to his various leadership roles.

Further information about this publication, including the abstract, may be found at the following link: http://openaccess.city.ac.uk/4896/

Bibliographic citation 

‘Academic Leadership in Learning and Teaching in Higher Education: A Personal Reflection on one Programme Director’s Professional Development’, Learning at City Journal, Vol. 4, No. 2 (October 2014), pp. 39–49.

Full text

The full text of the article is available for free download via City Research Online: http://openaccess.city.ac.uk/4896/1/L%40C_Journal_Volume_4_Number_2_-_Article_4.pdf

Dr Christopher Wiley speaks at forum on electronic voting systems at Southampton Solent University

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Dr Christopher Wiley was the invited external speaker at the ‘Clicker Technologies Learning Forum’ held in the Meon Suite of Matthews Building at Southampton Solent University on 19 September 2014.

Dr Wiley’s one-hour workshop, entitled ‘Enhancing Instructional Interactivity through Electronic Voting Systems: Advanced Features and Innovative Pedagogies’, follows similar presentations given earlier in the year at other UK universities including DurhamHull, and Surrey.

The forum, which focussed on the use of TurningPoint Polling Software, was attended by over 30 delegates representing Higher Education institutions across the south of England. Other contributors included Patrice O’Hagan from Turning Technologies, and Dr Chris Barlow from Southampton Solent University.

A tweet from Turning Technologies summarising the day appears below. The full programme may be viewed here: http://portal.solent.ac.uk/events/events-articles/2014/september/clicker-technologies-learning-forum.aspx

Turning Technologies - Southampton Solent - Learning Forum

Dr Christopher Wiley organizes second Learning and Teaching Symposium at the University of Surrey

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School of Arts Learning and Teaching Symposium - September 2014Dr Christopher Wiley convened a second one-day Learning and Teaching Symposium for academic staff across the School of Arts at the University of Surrey on 15 September 2014, as a follow-up to a related event that had taken place in January.

Themed around ‘Inspirational Teaching: Sharing Practice’, the event included two sessions by invited speakers and two discussion workshops facilitated by Dr Wiley (one on sharing good practices in teaching, the other continuing previous conversations on assessment and feedback), as well as a roundtable comprising three current students who presented their views on inspirational teaching.

The Symposium was attended by over 30 full-time and Associate staff ranging from long-standing lecturers to those who had only started work at the University that day, and representing a wide variety of different arts disciplines.

Dr Christopher Wiley delivers presentation at EERA’s European Conference on Educational Research, University of Porto, Portugal

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ECER Porto 2014Dr Christopher Wiley has given a paper at the major international European Conference on Educational Research (ECER), at the University of Porto, Portugal, on 3 September 2014.

Dr Wiley’s presentation, ‘Standardized Module Evaluation for Teaching Excellence and Enhancement: Views of Students at a Single UK Higher Education Institution’, was included in a joint session of the conference’s Network 10 (Teacher education research) and Network 11 (Quality and effectiveness assurance).

Further information on Dr Wiley’s paper is available at the conference website here. Dr Wiley had previously delivered a version of this presentation in the UK at The Hatton, London in June 2014.

One of the key annual activities of the European Educational Research Association (EERA), ECER 2014 Porto was entitled ‘The Past, the Present, and Future of Educational Research in Europe’ and attracted 3,000 delegates from all over the world who presented their research across five days in many concurrent sessions.

Article by Dr Christopher Wiley published in The International Journal of Assessment and Evaluation

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The International Journal of Assessment and EvaluationDr Christopher Wiley‘s article ‘Divided by a Common Language? Evaluating Students’ Understanding of the Vocabulary of Assessment and Feedback at a Single UK Higher Education Institution’ has been published in the May 2014 issue of The International Journal of Assessment and Evaluation.

Based on educational research conducted during his time at City University London, Dr Wiley’s article represents the published version of his paper delivered at the Nineteenth International Conference on Learning, Institute of Education, London on 16 August 2012 (see here for details).

Drawing on a series of interviews and consultations, the article reviews students’ understanding of the vocabulary of assessment and feedback in order to establish the extent to which it aligns with the sense intended by academic institutions in using this terminology. Dr Wiley identifies a series of recommendations for future enhancements to assessment and feedback practices to relieve the present disjunctures between university staff and students.

The journal issue may be viewed here: http://ijlae.cgpublisher.com/product/pub.251/prod.42

The link from which to order to article is as follows: http://ijlae.cgpublisher.com/product/pub.251/prod.43

Bibliographic citation

Wiley, Christopher. ‘Divided by a Common Language? Evaluating Students’ Understanding of the Vocabulary of Assessment and Feedback at a Single UK Higher Education Institution’, The International Journal of Assessment and Evaluation, Vol. 20, No. 3 (May 2014), pp. 1–11.

Full text

The full text of the article is available for free download via City Research Online: http://openaccess.city.ac.uk/3235/

Dr Christopher Wiley presents conference paper on standardized module evaluation at The Hatton, London

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Dr Christopher Wiley delivered a paper on standardized module evaluation, teaching enhancement, and the recognition of teaching excellence at the Sixth Annual ‘Learning at City’ Conference on 4 June 2014.

Dr Christopher Wiley at The HattonHosted by City University London and with the theme of ‘Students as Partners in Learning?’, this year the conference was held at The Hatton, Farringdon – its first time at an external venue.

Dr Wiley’s paper, entitled ‘Standardized Module Evaluation for Teaching Excellence and Enhancement: Views of Students at City University London’, followed an earlier presentation on the same topic at the 17th Annual SEDA Conference in 2012.

Based on research conducted last year via paper-based questionnaires completed by Student Representatives, Dr Wiley’s talk was given to an audience of some 30 staff drawn from City University and other HE institutions across England.

At the conference, Dr Wiley also presented an updated version of his poster, ‘The National Teaching Fellowship Scheme: Paths to Success’, originally shown at the inaugural Surrey ExciTeS Symposium in January 2014.

The full programme for the day may be viewed here: http://city-university-london.co.uk/t/EMO-2IBW5-7UH3CZ-13O24O-1/c.aspx

Dr Christopher Wiley delivers workshop presentation on electronic voting systems at the Universities of Hull and Durham

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Dr Christopher Wiley delivered a revised and updated version of his presentation ‘Enhancing Instructional Interactivity through Electronic Voting Systems: Advanced Features and Innovative Pedagogies’ at a ‘Lunch and Learn’ session organized by Learning Enhancement & Academic Practice (LEAP) at the University of Hull on 12 March 2014.

Dr Wiley showcased a variety of different applications taken from his own teaching to illustrate the wide range of possibilities offered by electronic voting systems, as well as discussing the pedagogy underpinning the practice with reference to key academic studies. Co-presenter Conor Dumigan from Turning Technologies then provided a demonstration of how to create many different types of voting slides using the software, drawing on approaches including peer instruction, positive reinforcement, and game-based learning.

The 90-minute session was attended by over 40 staff from across the University, some of whom were entirely new to electronic voting systems.

University of Hull

Update: On 3 April 2014, Dr Wiley reprised his presentation in a two-hour lunchtime workshop at Durham University’s Palatine Centre, again speaking alongside Conor Dumigan. Some 20 staff from across the University were in attendance, including senior Faculty academics, education lecturers, learning technologists, and staff trainers.

Dr Christopher Wiley is featured on the BETT Show 2014 Blog

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Dr Christopher Wiley has been featured on the BETT Show 2014 Blog in an post entitled ‘How Hand-Held Electronic Voting Systems Add A New Dynamic To Lectures’, which profiles his work using EVS as a University lecturer in the arts and humanities.

One of the major annual international trade shows for educational technology, BETT (formerly the British Educational Training and Technology Show) celebrates its 30th anniversary this year. Its 2014 event is being held on 22-25 January at ExCeL London.

The full blog post on Dr Wiley may be read here: http://www.bettshow.com/page.cfm/action=library/libID=12/libEntryID=47

BETT Show 2014 Blog

Dr Christopher Wiley organizes Learning and Teaching Day at the University of Surrey

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School of Arts Learning & Teaching Symposium: Discussion WorkshopDr Christopher Wiley convened a one-day Learning and Teaching Symposium, themed around ‘Enhancing Assessment and Feedback’, for academic staff across the School of Arts at the University of Surrey on 16 January 2014.

The event comprised three sessions by invited speakers, poster presentations, and two discussion workshops facilitated by Dr Wiley, one focussing on Grade Descriptors and the other on reviewing current Feedback practices in the School (pictured). Also included as part of the Symposium was a dedicated session for Associate Tutors on Assessment and Feedback, again led by Dr Wiley.

The Symposium was attended by over thirty academics and several teaching-related staff from across the School of Arts (Music, Sound Recording, Dance, Film, Theatre, and the Guildford School of Acting) as well as e-Learning and Library & Learning Support Services.

Dr Christopher Wiley gives workshop on electronic voting systems at inaugural University of Surrey Teaching Symposium

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University of Surrey: Surrey ExciTeSDr Christopher Wiley delivered a workshop on Turning Technologies electronic voting systems at the inaugural Surrey ExciTeS (Excellence in Teaching Symposium) event held at the University of Surrey on 8 January 2014.

Entitled ‘Enhancing Instructional Interactivity through Electronic Voting Systems: Advanced Features and Innovative Pedagogies’, the workshop was one of 36 parallel sessions, and was attended by some 30 academic staff from across the University.

In the course of the workshop, Dr Wiley presented a series of innovative applications of electronic voting systems drawn from his teaching in musicology, utilizing advanced functions such as leaderboards, demographic comparison, and moment-to-moment response in addition to the standard right-or-wrong multiple choice question.

Dr Wiley also presented a poster, ‘The National Teaching Fellowship Scheme: Paths to Success’, which provided background on The National Teaching Fellowship Scheme, reflected on his successful application in 2013, and offered some general tips on applying for teaching awards in Higher Education.

The full programme for the Surrey ExciTeS 2014 Symposium may be found here: http://www.surrey.ac.uk/dhe/news_and_events/events/Surrey%20ExciTeS%202014%20Programme.pdf

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