10 ways to_spice_up_your_learning_room_with_anna_v1.4

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Ten ways to spice up your NOW learning room provides tips to enhance online learning rooms. The tips include: 1. Colour coding the learning room to give it a distinctive appearance. 2. Adding questions, competitions or incentives to engage students and spark discussion. 3. Providing live topical news updates through RSS feeds to give students wider reading. 4. Adding a glossary or definitions to aid student revision and understanding of key terms.

Education Technology

Ten ways to spice up your NOW learning room Anna ArmstrongCentre for Professional Learning & Development

Logistics Toilets Drinks and Refreshments Fire Alarms Questioning Policy 23 May 2011 3

http://www.flickr.com/photos/tonytoo/4692186465/ http://www.flickr.com/photos/major_clanger/382513/

By the end of the course you should be able to: ,[object Object]

Enhance your face-to-face sessions with videos, topical subjects and competitions, dates, definitions and events

Have your learning room automatically updated by linking to live feeds from the internet

Provide a rich source of new information, wider reading, activities and learning resources23 May 2011 5

10 Ways to Spice up your NOW Learning Room 23 May 2011 8

What do you like/dislike about the learning room, from a student perspective?

How many new ideas can you find?23 May 2011 9

Practise in your Sandbox Module 23 May 2011 10

1 Colour code your learning room Why? ,[object Object]

Have an agreed house style with other related modules

Highlight important informationHow? ,[object Object]

Change the colours of the widget headings / titles23 May 2011 11

2 5 3 4 Pose a question/competition/incentive Why? ,[object Object]

Increase engagement with the learning room

Ten ways to spice up your NOW learning room provides tips to enhance student engagement with the learning room platform. The tips include: 1. Colour coding the learning room to give it a distinctive appearance. 2. Posing questions, competitions or incentives for students to spark discussion and increase engagement. 3. Providing live topical news updates through RSS feeds to bring in current information. 4. Welcoming students to the module or programme to orient them to how the learning room will be used. 5. Publicizing forthcoming events and dates to keep students informed.

Presentation opportunities for sharing resources with now’s learning reposito...

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Reduce reuse and recycle with anna v1.0

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This document discusses learning repositories at NTU and how they can be used to reduce, reuse and recycle learning resources. It explains that learning repositories allow resources to be found, reused in different courses, and shared with colleagues. Users can find existing resources to update their courses, avoid reinventing materials, and free up time for curriculum development. The document provides instructions for searching for, adding, and using resources in NTU's learning repository.

Fusion ntusharevmaa v1.1

annalarmstrong

This document provides an overview of the SHARE project which aimed to encourage university staff to publish learning resources in the institution's learning object repository (LOR). It describes strategies used, such as workshops and online guides, to engage staff. Staff were also involved in decision making. The document examines attitudes towards sharing resources and outlines lessons learned, including the importance of an open and celebratory approach.

Transformational Processe: unravelling OER

VickiMcGarvey

1. The document discusses strategies used at Nottingham Trent University to encourage sharing and reuse of open educational resources (OERs) through strategic interventions. 2. Key interventions included training on OERs and repositories, developing guidelines for sharing resources, and implementing a policy to allow publishing materials with Creative Commons licenses. 3. A multi-stage process was used to introduce sharing initiatives and monitor progress from introduction to integration within the curriculum.

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This document summarizes the instructional support services provided at Texas Woman's University to support their use of the learning management system Blackboard across their campus with approximately 14,000 students. The services include individual training, workshops, online question and answer sessions, video tutorials, documentation, and social media channels to provide technical support and training to both faculty and students on Blackboard. Support is provided through a variety of methods to ensure all students have access to assistance.

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Mike Agostinelli, a middle school teacher and Moodle administrator, presented ways to enhance face-to-face instruction using the Moodle learning management system. Some ideas included using Moodle for book studies, asynchronous questions, organizing events, parent communication, and giving students access outside of class. The presentation demonstrated setting up forums, webpages, quizzes, embedding files and links, and using labels and directories to organize content in Moodle courses.

Using Social Media to Help Learning Scale New Heights

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This document discusses how social media can be used to support principles of good teaching practice and Bloom's taxonomy of learning. It provides examples of using Pinterest and Twitter in educational settings. Benefits include encouraging interaction and collaboration between students and faculty. Challenges include privacy concerns and maintaining community guidelines. Evidence suggests social media can be effective when used to solve problems and meet clear learning objectives, but instructors should limit the number of new tools, provide training, and evaluate outcomes.

The document discusses the Open University library's use of various online tools for providing training to students, including Blackboard collaborate, Facebook Live, and Facebook chats. It provides data on the number of students attending different types of online training sessions over time. It finds that many more students attend Facebook Live events and Facebook chats than webinar training sessions. The document also outlines recommendations for creating a successful Facebook Live event to engage students, such as having a supported phone, internet connection, tripod or person to hold the phone, a Facebook page or profile, and microphone.

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The document discusses how libraries can use smart technology to give their work more voice during tough economic times. It notes that Ohio University has 1800 undergraduate students and 90 graduate students, with a focus on cluster learning and expanding online programs. It encourages libraries to use tools like CamStudio, Jing, WordPress, and Blip.tv to create short, simple voice recordings and videos to answer patron questions, which will have longer shelf life and establish the library as a resource. It advises setting goals, experimenting without aiming for perfection, distributing content broadly, and continuing to learn.

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Alex Finnarn

An online classroom allows instructors to enhance their classes by providing a repository of knowledge and facilitating extended discussion. It provides a place to store and share files, web links, videos, and embed content to supplement lessons. Instructors can pose questions for students to discuss between classes. While not mandatory, an online component adds value for most students as internet access is common. The document provides examples and links to open online courses that could be used as additional material for both new and existing classes.

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Petri Linna

This document summarizes a case study on blended learning at Tampere University of Technology, Pori Unit in Finland. The university implemented blended learning to increase student enrollment numbers and improve the school's finances. They developed video materials and online courses using MOOCs and flipped classroom techniques. After two years, blended learning has been successful - student numbers and the school's finances improved, and students and teachers responded positively. The university is continuing blended learning development through the KASKU project, which tests new techniques like recording classroom lectures and developing online exam rooms.

Work plan SCL

hman92

The document provides an overview of a collaboration between Haran Sivakumar and the Southern California Library to launch an educational online resource using the library's collections. The project aims to increase accessibility of the library's resources using multimedia to make academic research less intimidating. Specifically, the project will create a website about blacklisted teachers during the McCarthy era, incorporating primary documents, graphics, timelines, biographies and background information from the library's archive in a less text-heavy, more accessible way for those unfamiliar with academic research. The project faces challenges in scope, time and training but has a work plan outlined through March and April.

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The document summarizes the evolution of the LIST (Library Information Skills Tutorials) program at Maynooth University from its inception to the development of LIST Online. It describes how the program started with in-person sessions and has expanded to involve more university departments and be offered semester long with increased attendance. It also notes the recognition of a need for online support and the experimentation with different tools to create online tutorials, deciding on one that can include multimedia. Finally, it outlines the future plans to have a full suite of LIST online tutorials developed by September 2016 to be hosted on Moodle and/or Libguides.

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This document outlines seven best practices for managing open educational resource (OER) projects: 1) Ensure content is openly licensed, 2) Assure quality of materials through instructional design reviews, 3) Provide a detailed deliverables list with due dates, 4) Openly track deliverables, 5) Plan for sustaining materials beyond initial project, 6) Check that materials are accessible, and 7) Plan data collection from the start. The document provides considerations for implementing each best practice.

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Session 22 anne_mc_loughlin_scott_farrow_web_yes

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Using Panopto for students’ self-submitted lesson observations. Teachers on postgraduate specialist inclusion courses are required to have observation of their practice of teaching and assessment. Many of these teachers are distance learners so it was not practical for a tutor to visit these teachers in person. The lessons that the teachers undertake are usually one to one specialist lessons and up to an hour long. Panopto is available throughout the university, mainly used to record lectures as a tool to support learning but we decided to explore the use of this in an innovative way. The aim was to provide a system where students could upload their recorded lessons securely to the VLE. These could then be viewed by the observation tutor for formative, then summative feedback. Students are encouraged to use the recorded lessons to reflect on their own practice and evaluations on lessons have improved since students have been using this process. We also decided to use the system as a tool for teaching and learning. Recorded lessons have been shown in face to face sessions for critical evaluation. The system is being been used on the Postgraduate Certificate in SpLD (Dyslexia) and Postgraduate Certificate Education (Dyscalculia). The courses are blended courses with a required number of face to face teaching sessions and the additional teaching is online. The teachers on these programmes are nationwide. The courses have external professional accreditation from the British Dyslexia Association. There are 60-80 teachers on the Dyslexia course and they need 4 observations each. There are 15-20 teachers on dyscalculia course who have 3 observations. Observation tutors give feedback on the lesson observations and there is moderation of these by the programme leader and external moderation by the British Dyslexia Association and external examiners. Panopto has given us the opportunity to streamline the students’ workflow, as well as provide detailed, swift feedback, secure access for moderators, a valuable reflection tool for students and a permanent record of assessment for quality assurance. Anne McLoughlin Senior Lecturer, Professional Learning Edge Hill University Scott Farrow Content Developer & VLE Support Officer Edge Hill University

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From local to global: sharing information literacy teaching as open education...

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This document summarizes a presentation on open and sustainable ways to share teaching resources. It discusses definitions of open educational resources (OER) and communities of practice. Current methods of sharing are explored, such as repositories and sites used. Case studies from the University of Northampton and University of Leeds describe their OER programs. Barriers to sharing include finding high quality resources, and the role of communities of practice in supporting librarians globally in sharing materials is examined.

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20160308 createyour opencoursedesign (final)

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This document outlines the agenda and goals for a workshop on using Open Educational Resources (OER) in course design. The workshop will [1] describe what OER are, [2] identify different types of OER and where to find them, and [3] have participants integrate OER into the design of their own course. Participants will then [4] reflect on the benefits and challenges of using OER. The goal is to help educators leave with the skills to design open courses using freely available teaching materials.

Open educational resources

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Using open educational resources in courses takes time to find relevant materials, customize them for the class, and replace any broken links or missing content. However, this process keeps the instructor engaged with the course materials and ensures each resource enhances the objectives. Resources must also be logically integrated into the course sequence and address the objectives. While shared materials may lack value or attribution, reviewing them critically helps instructors understand content and improve shared resources through peer assessment.

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This document outlines an initiative by King's College London Library to improve its information literacy sessions. It describes moving from traditional subject librarian roles to teams focused on teaching and liaison. The library sought to incorporate new approaches to learning based on student feedback requesting more interactivity, post-session support, and accessible options for part-time and distance students. The new program includes quick quizzes, self-directed reading, in-class polling, and feedback surveys to make sessions more engaging and reinforce key messages. Going forward, the library will offer a structured portfolio of five session types at increasing skill levels, all incorporating interactive elements suited to different learning styles.

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Creative IL embedding at Royal Holloway, University of London - Emma Woods & ...

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BC Open Textbooks ETUG Spring 2013

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This document summarizes a presentation about the BC Open Textbook Project. The presentation discusses the high cost of textbooks for students, and how open textbooks can help increase access to education. It provides an overview of the project goals, phases, and technology used to create, publish and distribute open textbooks. The project aims to create 40 open textbooks aligned with top enrollment courses in BC over multiple phases, starting with reviewing existing open textbooks and moving to adapting and creating new textbooks. Faculty are invited to provide input and reviews during the process. The document also discusses the technology used for authoring, publishing, storing and distributing the open textbooks.

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Web 2.0 and technology integration for specialists new

smacnicoll

The document summarizes a workshop presentation about using Web 2.0 tools and online resources in elementary curriculum. It provides examples of websites that can be used for math, reading, science, social studies, art, physical education, guidance, and other subjects. These include tools for collaboration like VoiceThread and Wikis, as well as resources for specific subjects from the Kennedy Center for art to Stock Market games for business. The presenter aims to give teachers a basic understanding of Web 2.0 and ideas for incorporating free online resources into their instruction.

Web 2.0 and Technology Integration for Specialists Smacnicoll

smacnicoll

The document summarizes a workshop presentation about using Web 2.0 tools and online resources in elementary curriculum. The presenter introduces concepts like RSS feeds, blogs, wikis, and tools like VoiceThread, Wordle and Cool Tools that allow sharing content online. Examples are given of how these could be used in subjects like art, physical education, guidance and across curriculums. The goal is to familiarize teachers with free, dynamic online resources that encourage participation and collaboration.

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Pride Month Slides 2024 David Douglas School District

10 ways to_spice_up_your_learning_room_with_anna_v1.4

1. Ten ways to spice up your NOW learning room Anna ArmstrongCentre for Professional Learning & Development

3. Logistics Toilets Drinks and Refreshments Fire Alarms Questioning Policy 23 May 2011 3

4. http://www.flickr.com/photos/tonytoo/4692186465/ http://www.flickr.com/photos/major_clanger/382513/

6. Enhance your face-to-face sessions with videos, topical subjects and competitions, dates, definitions and events

7. Have your learning room automatically updated by linking to live feeds from the internet

8. Provide a rich source of new information, wider reading, activities and learning resources23 May 2011 5

9. 23 May 2011 6

10. Imagine…

11. 10 Ways to Spice up your NOW Learning Room 23 May 2011 8

12.

13. What do you like/dislike about the learning room, from a student perspective?

14. How many new ideas can you find?23 May 2011 9

15. Practise in your Sandbox Module 23 May 2011 10

16.

17. Have an agreed house style with other related modules

18.

19. Change the colours of the widget headings / titles23 May 2011 11

20.

21. Create interest

22. Brighten up learning room

23. Raise awareness

24. Increase engagement with the learning room

25. Link to more information

26. Teaser before lecture

27. Share your photos

28. Answer revealed in lecture

29. Test knowledge

30. Spark discussion

31.

32. Add an image, text or link to it

33. Add widget to your learning room page23 May 2011 12

34. https://my.syncplicity.com/share/kx92ie0gd8/Creative_Commons_Infographic.png 23 May 2011 13

35.

36. Wider reading

37.

38. Convert to code suitable for NOW

39. Add to a new widget in NOW23 May 2011 14

40. 23 May 2011 15

41. 23 May 2011 16

42.

43.

44. Explain commonly misunderstood terms

45.

46.

47. Topical content

48. Wider reading

49. Create interest in the subject area

50.

51. Create a new widget in NOW

52. Add Twitter feed into widget19 23 May 2011

53. 8 Twitter in Education http://resources.jorum.ac.uk/xmlui/bitstream/handle/123456789/1267/microblogging.mov?sequence=1 23 May 2011 20

54. 23 May 2011 21

55. 8 Automatically updated links and reading www.twitter.com 23 May 2011 22

56.

57. Explain how you will be using NOW

58.

59.

60. Keep students up to date

61. Reminders

62. Guest lectures

63. Coursework deadlines

64. Highlight relevant events

65. Exam board dates

66. Engagement with learning room

67.

68.

69. Help desk support for immediate issues: elearninghelp@ntu.ac.uk, ext 86030

70. Staff development: CPLDenquiries@ntu.ac.uk

71. Curriculum development: Centre for Academic Development and Quality23 May 2011 26 http://www.flickr.com/photos/b-tal/116220689/

Editor's Notes

Imagine you’re a student for a moment. You’ll go into this course’s learning room and have a look at the 10 Tips from today’s course from the student’s perspective.We’ll then look at how you create each of them.Go into the learning room for 10 Ways to spice up your learning room
Log in to Sandbox
Show slide as you introduce the tip, then go into NOW and show how to do it.
Show slide as you introduce the tip, then go into NOW and show how to do it.
We’ll be searching Google and Flickr to find resources we are able to use, that aren’t fully copyright protected.Has anyone heard of creative commons?Allows the owner of a work to choose the license that will govern the use of their work.
Show slide as you introduce the tip, then go into NOW and show how to do it.Updates from the website of your choice are fed into NOW automaticallyFeed code builder URL in NAB
Stages to create the twitter feed in NOW
Show slide as you introduce the tip, then go into NOW and show how to do it.
Show slide as you introduce the tip, then go into NOW and show how to do it.
What is Twitter and why use it?Some of the things you might mention to introduce Twitter are:The concept is that you can keep up to date with what is happening by posting and reading concise updates from a person organisation or topicPost and read messages called tweetsTweet = text-based message of up to 140 characters, therefore short and conciseTweets can be posted through the Twitter website, through mobile phones and through other websitesCompanies promote themselves and communicate with their client base in this way. They also respond to customer complaints and queries this way, meaning replies are visible to everyoneMany educators tweet about what they are doing and new and interesting articles they have foundSome well-known Tweeters are: Stephen Fry, 10 Downing Street, The Guardian, NTU, Penguin Books
Stages to create the twitter feed in NOW
Search tip: Use from: immediately before a username to find tweets from that user. Example: from:alexiskold will find tweets sent from the user "alexiskold".
Show slide as you introduce the tip, then go into NOW and show how to do it.
Show slide as you introduce the tip, then go into NOW and show how to do it.
Top three tips and which will you use in your real learning rooms?

10 ways to_spice_up_your_learning_room_with_anna_v1.4

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Editor's Notes