Non-traditional academic route:HND small class teachingOpen UniversityMaster’s degree 2007 started when I was 40HR consultancy13 years on client sites delivering learning and development interventions and consultancy support7 years resource development manager for a HR consultancy developing learning resources and delivery team for projects involving major clientsChartered Fellow of the CIPDLess than 5 years an academic2 years at Leeds Met – where I completed my Masters and my FHEAComing up to 2.5 years with Sheffield HallamMy confessionThere are days in a row when my rather small and shabby mobile phone is not charged or checkedI believe I have a Twitter account because a TEL person set one up on a train for me once and I get the occasional email about itI bought my first tablet at Christmas which is part of a snazzy laptop I bought in the end for sending work emails while waiting for students to turn up for one to one meetings away from my desk.I do have a personal Facebook page where I occasionally post up information on my poodle’s bad habit...
It’s a necessary evil...
French, J. R. P. And Raven, B. (1968) ‘The Bases of Social Power’, in Carwiright, D. And Zander, A. F. (eds) Group Dynamics Research and Theory, 3rd Ed. Harper and RowReward power – subordinates perception that the leader has the ability and resources to obtain rewards for those who comply with directives Coercive power – based on fear and the subordinates perception that the leader has the ability to punish or to bring about undesirable outcomes for those who do not comply with directivesLegitimate power – based on the subordinates perception that the leader has a right to exercise influence because of the leaders’ role or position in the organisationExpert power – based on the subordinates perception of the leader as someone who is competent and has some special knowledge or expertise in a given areaReferent power – based on the subordinates identification with the leader – charisma...
Active Lectures - Michelle Blackburn for TLC webinar April 2014
lectures and other things...
So why technology?
Image source: http://www.festivalchocolate.co.uk/2013/02/new-for-the-chocolate-festival-this-easter/warm-chocolate-cake-2/
My battle against „evil‟
Power imbalance (see French & Raven 1968)
• Reward Power
• Coercive Power
• Legitimate Power
• Expert Power
• Referent Power
Image source: http://www.tnooz.com/article/hold-that-thought-about-big-data-in-travel-what-about-little-data/
Who lives in my
„Adults‟ who are learning about „business‟, they are:
• managing more debt than I have ever had to
– except the mortgage of course!
• in employment and have ideas from their own lived experience
• more knowledgeable about their home countries and culture than I
• used to „direct feedback‟ at school and being open with their learning
– Did you watch Educating Yorkshire?
• going to be speaking about their personal development needs to
others in their future careers
But does the University experience embrace this?
• Co-construction of learning
So what are my „secret weapons‟?
Sony IC recorder icd-px312
Socrative – why?
• immediate input/feedback from the students, so
students can co-create the learning experience.
• check understanding and knowledge, and then focus
on areas of development.
• responses can be saved to spreadsheets, which make
useful research and feedback data.
• allows less confident students to contribute in large
• great for guest speaker Q & A
• narrative replies are possible – something which isn‟t
recommended with Turning Point technology
Logging into the interactive software –
get your mobile phones / tablets out
Link to the Wifi
• Log on to the internet
• Go to settings and then wifi and choose SHU-USS
• Click 'accept' button
• Enter your university login and password
If linked to the Wifi
• Go online and type in: m.socrative.com/student
• Room number: michshu
• Click on join room
Apps Stores (Apple and Android)
• Download Socrative
• Select: student
• Room number: michshu
• Click on join room
Facebook, Twitter, Snapchat etc. are you...
a) an addict - who can't leave it alone?
b) growing out of it?
c) able to take it or leave it?
d) witty - and like to be known for good banter
e) a purposeful user - someone who uses them as
tools rather an entertainment?
“I want to give you feedback that on the lecture
about CVs when you used the App called
SOCRATIVE i really enjoyed that and recoment it
to be used regular in lectures for a lot of
- using IT to support a complex
Photo by Leo Reynolds – Creative Commons Attribution Licence http://www.flickr.com/photos/lwr/
Twice the work -
write it down
and then record
Our students seem
happy enough with
what we produce
What if I
I don't do
What about our
• Start all recordings with the student's name and number
• Makes renaming file prior to upload much easier
• Say hello
• Encourage students to have their work in front of them while they listen
• Be authentic
• We've found out that when you don't sound like the classroom you - it
becomes a challenging experience for the students
• Try not to become telling off parent
• Remember there is a pause button – use it!
• Read the script, make some brief annotation marks on useful examples to
feedback on and then give your feedback
• Do not record the grade in your audio file - instead capture it on the
marking sheet and upload that - this helps with the moderation process as
you can change grading simply on the sheet but to edit it out of a recording
would be very time consuming.
• Aim for around 5 minutes maximum
What about recording dissertation
conversations with International
"Thank you for the audio feedback. It was very good of you to spend such time on
providing such extensive feedback“
“Thank you for the feedback. I appreciate the time that goes into providing audio
feedback, however I have found it much more helpful than a bit of writing that we
usually get from other tutors. I shall take it all on board for the future and thank you
for going to the effort of providing it." - this from a student who achieved a bare pass.
"That is the best feedback I have had in 2 years of studying at Hallam. There is
nothing worse than working your backside off for months writing an essay only for it to
receive a good or bad grade and it not be explained why. Audio is definitely the way
"I just wanted to give you some feedback about the audio you provided for my
assignment! Although it felt slightly strange hearing a disembodied voice (!) I found it
very informative and think it was much more detailed and useful that receiving a few
written lines. You raised things which I hadn't previously considered which I can use to
improve my future assignments!"
"…wanted to thank you on a personal level for the feedback I have received. It was
very informative and much more constructive to hear how my work could have been
improved and points for going forward – this is the most detailed feedback I have ever
received and I have taken so much more from it."
Welcome to our STAR graduate celebration and development centre!
As you know you've been selected from amongst our cohort of graduate entry
students (that joined us two years ago) as having possible potential for our
STARS OF THE FUTURE talent development programme.
You need to consider the following:
• University cabling etc can sometimes be problematic so you need to choose
software and an approach that will enable you to access your presentation
via the internet.
• That the paper based resources should act as the starting point of your
consideration and investigation - not the end
• That SHUtastic are really proud of their brand and CSR activities and so
want you to have an impact that will ensure that the students watching will
remember this presentation!
We would like you to consider the following when you develop your presentation:
• The content of your presentation is the most important part - plan your content before you begin
playing with the technology
• Less is definitely more - minimal content on screen, means that there is more focus on you and
• Minimise your animations - simple, consistent animation will display your message more
• Vary the delivery - some slides will need to be text, some can be displayed better as images/
diagrams - think about how you can vary the experience for the audience
• Bullet points are easy to drop in - think outside the box of other ways you can list / display
To help you achieve this we have provided the following technology for your team:
• tablet computer(s)
• 2 x ipod touches
• Some initial desk research.
To help you think about appropriate technology you might like to consider the following (however
the choice is entirely yours as long as you can access your presentation via the Internet):
Prezi Haiku Deck Google Docs Keynote Padlet
“All the students were engaged in the activity (I have a
significant number of Chinese students in the class
and although I needed to spend a little more time
explaining it to them, they grasped it and got on with
What I was particularly impressed by, was how it
engaged even those students (I have one in mind)
who if not managed carefully has the potential to be
disruptive. This student actually took a lead in
discussions and the presentation. So in that sense it
worked very well. Having technology to play with
seems to have made a huge difference.”
Feedback from a fearful seminar tutor...
I‟m not a super hero but...
• “Feel the fear and do it anyway” – but remember you have to deal with
everyone else‟s fear too!
• Be honest with the students where you‟re having early attempts – they can be
incredibly supportive (particularly in low risk situations)
• Talk to your technology experts – that‟s what they‟re paid for and are often
thrilled to do!
• Unless you want to end up supporting distance learning, you need to create an
engaging learning experience for today‟s learners...
• Yes it does take extra effort to get it up and running...
• Don‟t see technology as separating you from the student but see it as bringing
you closer together...
• Consider the pedagogy: Graham Gibbs – issue with novelty in assessment –
where do the student get the opportunity to practice and improve
• How might this impact on your practice?
• Andrew Middleton: active lecture tips -
• Using a business simulation to develop internationally-minded
UK/China-based accounting students: a case study
• Audio feedback paper: