Papers by Jayne Love
This article will give an overview of my Pinterest project, outlining a rationale for using socia... more This article will give an overview of my Pinterest project, outlining a rationale for using social bookmarking sites and specifically Pinterest. It will then outline the aims of my practice, linking to research and implementation by other educators, before describing the boards I have set up with visuals and finally evaluating its impact and looking forward to future possibilities for research.
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Southampton Solent University has been running the unit ENG195 Applied and Academic English Advan... more Southampton Solent University has been running the unit ENG195 Applied and Academic English Advanced for international students since 2008 as part of the Institution-Wide Language Programme. Following the implementation of a new employability strategy in 2013, the unit was revalidated in July 2014, which led to a major redesign of the curriculum for delivery from the academic year 2014 - 2015. In addition to having updated academic content, it now has a specific focus on employability skills and their transferability to the real world. In particular, this paper evaluates the assessment practice on this unit in terms of the embedding of employability into the three assessed elements which consist of a Reading Test, a Speaking Test and an online Portfolio. Student feedback so far has been very positive, highlighting the usefulness of the unit, not just for academic study whilst at university, but for the world of work.
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ELTA Journal - December 2016, Volume 4, Number 4
This article shows how the social bookmarking tool Pinterest can be used to motivate students to ... more This article shows how the social bookmarking tool Pinterest can be used to motivate students to learn, both as a self-access learning tool and as an in-class activity, giving examples from my teaching work whilst at Southampton Solent University. Following the use of Pinterest on the units I was teaching on, I carried out some focus groups to obtain student feedback. Overall, the response was positive, with students finding Pinterest ‘inspiring’ and ‘informative.’
Click on the weblink above to view the article within this 2016 edition of the ELTA Journal. My contribution is on pages 52 - 59.
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Southampton Solent University has been running the unit ENG195
Applied and Academic English Advan... more Southampton Solent University has been running the unit ENG195
Applied and Academic English Advanced for international students since 2008 as part of the Institution-Wide Language Programme. Following the implementation of a new employability strategy in 2013, the unit was revalidated in July 2014, which led to a major redesign of the curriculum for delivery from the academic year 2014 - 2015. In addition to having updated academic content, it now has a specific focus on employability skills and their transferability to the real world. In particular, this paper
evaluates the assessment practice on this unit in terms of the embedding of employability into the three assessed elements which consist of a Reading Test, a Speaking Test and an online Portfolio. Student feedback so far has been very positive, highlighting the
usefulness of the unit, not just for academic study whilst at university, but for the world of work.
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Dialogue: Journal of Southampton Solent University's teaching and learning community, Jan 2015
This article will give an overview of my Pinterest project, outlining a rationale for using socia... more This article will give an overview of my Pinterest project, outlining a rationale for using social bookmarking sites and specifically Pinterest. It will then outline the aims of my practice, linking to research and implementation by other educators, before describing the boards I have set up with visuals and finally evaluating its impact and looking forward to future possibilities for research.
Click on the link above to issuu.com to see the full article.
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Conference Presentations by Jayne Love
I presented this at the Hampshire Ethnic Minority and Traveller Achievement Service (EMTAS) Confe... more I presented this at the Hampshire Ethnic Minority and Traveller Achievement Service (EMTAS) Conference 2019, Southampton. The theme for the conference was 'inspiring excellence.' During the presentation, I outlined various theoretical approaches to multilingualism before explaining my proposed PhD study.
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This workshop is intended to be a practical demonstration of my Pinterest project to further deve... more This workshop is intended to be a practical demonstration of my Pinterest project to further develop the work presented at the MATSDA conference in June 2015 and published as a reflective case study in Southampton Solent University’s peer-reviewed journal ‘Dialogue’ in January 2015. The session will introduce the use of Pinterest as a social bookmarking tool in the higher education classroom. Participants will be able to experience first-hand the benefits of using it with students during in-class activities as well as to enhance students’ independent learning skills outside of the classroom. As well as considering what other universities are doing with Pinterest to facilitate learning, attendees will be able to discuss how they could apply it to their own context.
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Aim: This presentation will share the experience and the results of radically rethinking Institut... more Aim: This presentation will share the experience and the results of radically rethinking Institution Wide Language Programmes (IWLP) for academic English at Southampton Solent University (SSU). It will outline how the Languages Department have sought to realign EAP modules with SSU Employability initiatives through reconsidering assessment practices to reflect transferable skills and the use of technology.
Summary: SSU offers IWLP at all levels including EAP for International Students. Building self-confidence and developing the seven core skills outlined by the Confederation of Business Industry (CBI, 2011) has become a major focus of employability. Based on Future Fit: Preparing graduates for the world of work (2009) and the BIS report (2012) which encourages universities to deliver graduates who are “well–informed…well rounded and employable,” a decision was taken to map academic language delivery to those key transferable skills.
Traditionally, Applied and Academic English consolidated all aspects of academic writing for undergraduate studies. After a complete review, it retains the academic skills necessary to succeed at University but also transferable skills for life beyond academia. The unit redesign makes use of Moodle to create materials accessible 24/7, thereby enhancing the student learning experience and allowing students access to all materials for assessment preparation including Lecture Capture technology which gives students detailed presentations on the assessment to the unit and has proved very popular. The unit is divided into 2 parts: applied to reflect employability and academic to support university studies and utilizes etools such as LinkedIn, Lynda and Weebly. The assessments were devised to incorporate not only the academic skills through a written test and an essay but also to include a public webpage to showcase student CVs, portfolio work (the essay, a covering letter to complement the interview oral assessment and reflection on that interview) and employability skills. Lastly, a job interview based on a real graduate job opportunity completed the requirement to have an oral exam.
Feedback after the first delivery has been very positive with students acknowledging that the unit is challenging, yet citing the combination of covering and assessing academic and employability skills as being innovative, engaging and practical. As a result this approach is now being incorporated into other skills based units across the Southampton Solent Business School. In sharing best practice we seek to develop our approach to innovative assessments further as well as to learn from the experience of other institutions.
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To Pinterest or not to Pinterest? – that is the question:
Evaluating the usefulness of Pinterest... more To Pinterest or not to Pinterest? – that is the question:
Evaluating the usefulness of Pinterest as online self-access material at Southampton Solent University, UK.
Whistance (2015) puts forward that the use of Pinterest at Southampton Solent University increases student engagement, promotes inclusivity and develops employability skills. The first part of this paper will review this reflective case study, explaining the rationale behind using social bookmarking sites and specifically Pinterest by linking to research and implementation from other educators. The aims of the project at Southampton Solent University will be outlined in relation to its context and student needs with the aid of visuals to showcase material.
The second part of this paper will then evaluate the real impact of Pinterest through a more rigorous approach. The online platform will be analysed with reference to Tomlinson’s (2010) ‘Principles and Procedures for Self-Access Materials’ which link to Second Language Acquisition theories. In addition, feedback obtained from international students at Southampton Solent University will also be disseminated.
References
Tomlinson, B. (2010). Principles and procedures for self-access materials. Studies in Self-Access Learning Journal, 1(2), pp.72-86.
Whistance, J. (2015). Reflective case study. My ‘Pinteresting’ project: Using Pinterest to increase student engagement, promote inclusivity and develop employability skills. Dialogue, Volume 5, pp.50-58. Retrieved from: http://issuu.com/stlc/docs/dialogue_5__final/51
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"This interactive session is for first-time social media users and will look at creative but effe... more "This interactive session is for first-time social media users and will look at creative but effective ways to interact with students in the context of EAP, using different communication platforms such as blogs and social networking sites (e.g. Wordpress, Twitter and Facebook) and bookmarking sites (e.g. Delicious, Pinterest). It will also cover how to protect your professional online identity.
"
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Staff training by Jayne Love
This session will cover:
• Social media as a common language both inside and outside the clas... more This session will cover:
• Social media as a common language both inside and outside the classroom;
• Key platforms for learning: Pinterest, Twitter, Facebook;
• Applications in EAP and ESP;
• Using your online presence for professional development;
• Privacy priorities and copyright considerations.
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Articles by Jayne Love
In April 2018, I attended an intensive ethnography training course at the University of Southampt... more In April 2018, I attended an intensive ethnography training course at the University of Southampton. This is a reflective piece about the course and how it has influenced my thinking about my PhD project, specifically in relation to the methodology.
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The Teacher Support Network (TSN) Blog, Jun 7, 2013
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Post-16 news, Mar 2013
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Sticks and Stones, Jun 22, 2012
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Solent Events by Jayne Love
This presentation was an initial dissemination of my MA dissertation research - publications will... more This presentation was an initial dissemination of my MA dissertation research - publications will be forthcoming. The Abstract taken from my dissertation is:
'This dissertation is a conceptual adaptation of Erling’s (2004) study at the Freie Universität Berlin (FUB), Germany, applied to the context of Southampton Solent University, UK. Through a mixed methods approach, using 114 questionnaires and 12 interviews, it investigates the views of international students at Southampton Solent University towards learning and using the English language. In particular, it examines the motivations of students studying English in relation to how this may shape the construction of their identities and, in turn, their attitudes towards different varieties of English.
This study reveals British English as the preferred model of English for the majority of students in the sample, reinforcing the ideal of the native speaker in the minds of learners, but also highlighting the importance of integrative motivation and the UK context in which English is being learnt. Views appear to be highly personalised, suggesting a learner-centred approach should be taken with regard to Southampton Solent University’s internationalisation agenda, enabling links between prospective and current students, as well as providing a wider choice of English language units.'
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Papers by Jayne Love
Click on the weblink above to view the article within this 2016 edition of the ELTA Journal. My contribution is on pages 52 - 59.
Applied and Academic English Advanced for international students since 2008 as part of the Institution-Wide Language Programme. Following the implementation of a new employability strategy in 2013, the unit was revalidated in July 2014, which led to a major redesign of the curriculum for delivery from the academic year 2014 - 2015. In addition to having updated academic content, it now has a specific focus on employability skills and their transferability to the real world. In particular, this paper
evaluates the assessment practice on this unit in terms of the embedding of employability into the three assessed elements which consist of a Reading Test, a Speaking Test and an online Portfolio. Student feedback so far has been very positive, highlighting the
usefulness of the unit, not just for academic study whilst at university, but for the world of work.
Click on the link above to issuu.com to see the full article.
Conference Presentations by Jayne Love
Summary: SSU offers IWLP at all levels including EAP for International Students. Building self-confidence and developing the seven core skills outlined by the Confederation of Business Industry (CBI, 2011) has become a major focus of employability. Based on Future Fit: Preparing graduates for the world of work (2009) and the BIS report (2012) which encourages universities to deliver graduates who are “well–informed…well rounded and employable,” a decision was taken to map academic language delivery to those key transferable skills.
Traditionally, Applied and Academic English consolidated all aspects of academic writing for undergraduate studies. After a complete review, it retains the academic skills necessary to succeed at University but also transferable skills for life beyond academia. The unit redesign makes use of Moodle to create materials accessible 24/7, thereby enhancing the student learning experience and allowing students access to all materials for assessment preparation including Lecture Capture technology which gives students detailed presentations on the assessment to the unit and has proved very popular. The unit is divided into 2 parts: applied to reflect employability and academic to support university studies and utilizes etools such as LinkedIn, Lynda and Weebly. The assessments were devised to incorporate not only the academic skills through a written test and an essay but also to include a public webpage to showcase student CVs, portfolio work (the essay, a covering letter to complement the interview oral assessment and reflection on that interview) and employability skills. Lastly, a job interview based on a real graduate job opportunity completed the requirement to have an oral exam.
Feedback after the first delivery has been very positive with students acknowledging that the unit is challenging, yet citing the combination of covering and assessing academic and employability skills as being innovative, engaging and practical. As a result this approach is now being incorporated into other skills based units across the Southampton Solent Business School. In sharing best practice we seek to develop our approach to innovative assessments further as well as to learn from the experience of other institutions.
Evaluating the usefulness of Pinterest as online self-access material at Southampton Solent University, UK.
Whistance (2015) puts forward that the use of Pinterest at Southampton Solent University increases student engagement, promotes inclusivity and develops employability skills. The first part of this paper will review this reflective case study, explaining the rationale behind using social bookmarking sites and specifically Pinterest by linking to research and implementation from other educators. The aims of the project at Southampton Solent University will be outlined in relation to its context and student needs with the aid of visuals to showcase material.
The second part of this paper will then evaluate the real impact of Pinterest through a more rigorous approach. The online platform will be analysed with reference to Tomlinson’s (2010) ‘Principles and Procedures for Self-Access Materials’ which link to Second Language Acquisition theories. In addition, feedback obtained from international students at Southampton Solent University will also be disseminated.
References
Tomlinson, B. (2010). Principles and procedures for self-access materials. Studies in Self-Access Learning Journal, 1(2), pp.72-86.
Whistance, J. (2015). Reflective case study. My ‘Pinteresting’ project: Using Pinterest to increase student engagement, promote inclusivity and develop employability skills. Dialogue, Volume 5, pp.50-58. Retrieved from: http://issuu.com/stlc/docs/dialogue_5__final/51
"
Staff training by Jayne Love
• Social media as a common language both inside and outside the classroom;
• Key platforms for learning: Pinterest, Twitter, Facebook;
• Applications in EAP and ESP;
• Using your online presence for professional development;
• Privacy priorities and copyright considerations.
Articles by Jayne Love
Solent Events by Jayne Love
'This dissertation is a conceptual adaptation of Erling’s (2004) study at the Freie Universität Berlin (FUB), Germany, applied to the context of Southampton Solent University, UK. Through a mixed methods approach, using 114 questionnaires and 12 interviews, it investigates the views of international students at Southampton Solent University towards learning and using the English language. In particular, it examines the motivations of students studying English in relation to how this may shape the construction of their identities and, in turn, their attitudes towards different varieties of English.
This study reveals British English as the preferred model of English for the majority of students in the sample, reinforcing the ideal of the native speaker in the minds of learners, but also highlighting the importance of integrative motivation and the UK context in which English is being learnt. Views appear to be highly personalised, suggesting a learner-centred approach should be taken with regard to Southampton Solent University’s internationalisation agenda, enabling links between prospective and current students, as well as providing a wider choice of English language units.'
Click on the weblink above to view the article within this 2016 edition of the ELTA Journal. My contribution is on pages 52 - 59.
Applied and Academic English Advanced for international students since 2008 as part of the Institution-Wide Language Programme. Following the implementation of a new employability strategy in 2013, the unit was revalidated in July 2014, which led to a major redesign of the curriculum for delivery from the academic year 2014 - 2015. In addition to having updated academic content, it now has a specific focus on employability skills and their transferability to the real world. In particular, this paper
evaluates the assessment practice on this unit in terms of the embedding of employability into the three assessed elements which consist of a Reading Test, a Speaking Test and an online Portfolio. Student feedback so far has been very positive, highlighting the
usefulness of the unit, not just for academic study whilst at university, but for the world of work.
Click on the link above to issuu.com to see the full article.
Summary: SSU offers IWLP at all levels including EAP for International Students. Building self-confidence and developing the seven core skills outlined by the Confederation of Business Industry (CBI, 2011) has become a major focus of employability. Based on Future Fit: Preparing graduates for the world of work (2009) and the BIS report (2012) which encourages universities to deliver graduates who are “well–informed…well rounded and employable,” a decision was taken to map academic language delivery to those key transferable skills.
Traditionally, Applied and Academic English consolidated all aspects of academic writing for undergraduate studies. After a complete review, it retains the academic skills necessary to succeed at University but also transferable skills for life beyond academia. The unit redesign makes use of Moodle to create materials accessible 24/7, thereby enhancing the student learning experience and allowing students access to all materials for assessment preparation including Lecture Capture technology which gives students detailed presentations on the assessment to the unit and has proved very popular. The unit is divided into 2 parts: applied to reflect employability and academic to support university studies and utilizes etools such as LinkedIn, Lynda and Weebly. The assessments were devised to incorporate not only the academic skills through a written test and an essay but also to include a public webpage to showcase student CVs, portfolio work (the essay, a covering letter to complement the interview oral assessment and reflection on that interview) and employability skills. Lastly, a job interview based on a real graduate job opportunity completed the requirement to have an oral exam.
Feedback after the first delivery has been very positive with students acknowledging that the unit is challenging, yet citing the combination of covering and assessing academic and employability skills as being innovative, engaging and practical. As a result this approach is now being incorporated into other skills based units across the Southampton Solent Business School. In sharing best practice we seek to develop our approach to innovative assessments further as well as to learn from the experience of other institutions.
Evaluating the usefulness of Pinterest as online self-access material at Southampton Solent University, UK.
Whistance (2015) puts forward that the use of Pinterest at Southampton Solent University increases student engagement, promotes inclusivity and develops employability skills. The first part of this paper will review this reflective case study, explaining the rationale behind using social bookmarking sites and specifically Pinterest by linking to research and implementation from other educators. The aims of the project at Southampton Solent University will be outlined in relation to its context and student needs with the aid of visuals to showcase material.
The second part of this paper will then evaluate the real impact of Pinterest through a more rigorous approach. The online platform will be analysed with reference to Tomlinson’s (2010) ‘Principles and Procedures for Self-Access Materials’ which link to Second Language Acquisition theories. In addition, feedback obtained from international students at Southampton Solent University will also be disseminated.
References
Tomlinson, B. (2010). Principles and procedures for self-access materials. Studies in Self-Access Learning Journal, 1(2), pp.72-86.
Whistance, J. (2015). Reflective case study. My ‘Pinteresting’ project: Using Pinterest to increase student engagement, promote inclusivity and develop employability skills. Dialogue, Volume 5, pp.50-58. Retrieved from: http://issuu.com/stlc/docs/dialogue_5__final/51
"
• Social media as a common language both inside and outside the classroom;
• Key platforms for learning: Pinterest, Twitter, Facebook;
• Applications in EAP and ESP;
• Using your online presence for professional development;
• Privacy priorities and copyright considerations.
'This dissertation is a conceptual adaptation of Erling’s (2004) study at the Freie Universität Berlin (FUB), Germany, applied to the context of Southampton Solent University, UK. Through a mixed methods approach, using 114 questionnaires and 12 interviews, it investigates the views of international students at Southampton Solent University towards learning and using the English language. In particular, it examines the motivations of students studying English in relation to how this may shape the construction of their identities and, in turn, their attitudes towards different varieties of English.
This study reveals British English as the preferred model of English for the majority of students in the sample, reinforcing the ideal of the native speaker in the minds of learners, but also highlighting the importance of integrative motivation and the UK context in which English is being learnt. Views appear to be highly personalised, suggesting a learner-centred approach should be taken with regard to Southampton Solent University’s internationalisation agenda, enabling links between prospective and current students, as well as providing a wider choice of English language units.'