As University lecturers we deal with situations that confront us. The work covered here was from a time when I supported several deaf students in different modules and programmes. The issues that arose are common and how I developed mechanisms and means ot support them and improve my support may be of benefit to others.
I have led/supported two workshops looking at support for deaf students at the University of Derby and the associated podcast was part of the leanring, teaching and asssessment website and then added to the IdeasFactory when the site was renewed, see https://ideasfactory.wp.derby.ac.uk/2016/04/11/supporting-deaf-students-overcoming-the-challenges/
The video can also be viewed from this link https://youtu.be/AAuNanN0BzE. Presentation Supporting deaf students from the curriculum to the classroom.
Since 2004 I have been writing and having published a range of learning activities in the Journal of Visual Communication in Medicine, formerly the Journal of Audiovisual Media in Medicine, as part of supporting the continuing professional development (CPD) and persoanl development planning (PDP) of medical illustrators. The Journal of Visual Communication in Medicine is the official publication of the Institute of Medical Illustrators.
Over the period of years I have published at a variable rate from 1-2 per year, to lean years to those with more than 2 a year. Currently I have published 27 of these papers, with 1 from 2001 with similar content but no learning tasks and 2 in press currently. These publications have also been used to support student learning in a number of programmes and modules including FdA Applied Photography, MA Performance Sportwear Design, BSc(Hons) Forensic Science and more recently in Research Skills modules for the Masters of Research/Integrated PhD.
The recent additions are listed below and previous papers can be found at http://www.cladonia.co.uk/index.php/research/learning-and-cpd, University of Derby Online Research Archive UDORA, ResearchGate and academia.edu.
Recent or in press
Journals and CPD. Journal of Visual Communication in Medicine 2016; 39(1-2):73-76. http://dx.doi.org/10.1080/17453054.2016.1182477
Professional language: understanding and being understood. Journal of Visual Communication in Medicine 2016; 39(3-4): 158-159 2016. http://dx.doi.org/10.1080/17453054.2016.1246942
Writing a book review. Journal of Visual Communication in Medicine. 2017; 40(1-2): xx-xx 2017.
Current Issues: Patient perception of clinical photography. Journal of Visual Communication in Medicine. 2017; 40(1-2): xx-xx. (In Press)
Can MOOCs meet your learning needs? Journal of Visual Communication in Medicine. 2017; 40(3-4): xx-xx. (In Press)
I have been using Badges in a module linked to onlein and class-based tests and microcredentialing of test areas and levels to support Forensic Anthropology. This work has been presented locally, nationally and internationally.
Digital Badges: The practice and potential at Derby, Learning and Teaching Conference, University of Derby, Buxton, July 4th (Munib Hadi and David Bryson)
Bryson, D. Hadid, MS. Petronzi, D. (2016) Developing Badge Eco-Systems To Support Engagement In Class-Based And Online Learning. 9th International Conference of Education, Research and Innovation, Seville, 14th-16th November. ISSN: 2340-1095. doi: 10.21125/iceri.2016.0887 Abstract Paper
Using online tests and aligning them to badges and micro-credentialing. Assessment FOR Learning in the Biosciences, HUBS, Royal Society of Biology, School of Biosciences, Cardiff University, December 13th 2016. Presentation
The microcredentials (stickers) leading to badges are based on a sereis of learning outcomes which have been collated into a Badge schema which is available here as a pdf document Badges schema for Forensic Anthropology