The document discusses the role of a Technology Enhanced Learning (TEL) team at a university faculty. The team holds training events on individual tools like Adobe Presenter and uChoose, and also showcase events to introduce faculty to a variety of TEL techniques using tools like Blackboard, video cameras, and wikis. The goal is to empower faculty to identify how TEL can support their teaching in a way that is appropriate and sustainable.
Sustaining innovation in curriculum delivery Gus Cameron (University of Bristol), Marion Manton (University of Oxford) and Phil George (Kingston College) Facilitated by Simon Walker.
Jisc conference 2010.
Workshop at the University of the Philippines (Cebu)-Asia eHealth Information Network - MIT- Stanford Big Data for Health Conference, 4 July 2017, Cebu City.
Lessons we are learning through pivoting quickly to fully online learning; Bu...Charles Darwin University
For those institutions who have been specialising in distance education for some time, although they may have had to make some changes, the last few months have not been overly problematic. But for the remaining majority of institutions, there has been a monumental upheaval in how they are now required to conduct business, both for staff and students. Those who have fared better seem to be those who have reasonably mature frameworks in place to mediate their technology-enabled learning (TEL) offerings. That is, they have well established processes that define how they translate what they have in policy, procedures and planning into practice. Such a framework can be found within the COL TEL Benchmarks, that can provide an institution with clear guidelines as to what things need to be in place to ensure a robust and consistent approach to teaching with technology. This presentation will first highlight many of the lessons currently being learned across the higher education sector, it will also ask you to share what you have learned and then we will look at how some of these issues are contained within the COL TEL Benchmarks. Lastly it will make a case for investigating more fully how to use this tool to help your institution ready itself for success in the future.
A keynote presentation for the Online Teaching Pathways for Early-Career Criminologists & Sociologists
by University of Glasgow, Hong Kong University, U21.
Abstract: We have all had to pivot rapidly from teaching face-to face to teaching fully online and have learned many lessons along the way, in a particularly short space of time. In many cases, if our IT groups and vendors had not equally risen to the occasion this would not have been possible. However, what has been observed is that those who have fared better over these recent months have been those institutions with well-established frameworks in place to mediate their technology-enhanced learning (TEL). That is, they have recognised processes that define how they translate what is in policy, procedures and planning into practice with appropriate IT scaffolding. Such a framework can be found within a number of TEL quality tools, that are designed to provide an institution with clear guidelines as to what things need to be in place to facilitate a robust and consistent approach to teaching with technology. Once these things are in place it makes it possible to undertake online teaching that does more than just mimic face-to-face practice, but actually provide a the foundation for innovative pedagogies to thrive. One concept associated with this is the notion that students can be productive and typically, this means the TEL has, or can become far more, active, authentic and collaborative.
With the ubiquitous nature of social media effecting all areas of society, how do we as academic researchers need to respond to this challenge to use social media to promote our practice. This presentation will provide some clues.
Sustaining innovation in curriculum delivery Gus Cameron (University of Bristol), Marion Manton (University of Oxford) and Phil George (Kingston College) Facilitated by Simon Walker.
Jisc conference 2010.
Workshop at the University of the Philippines (Cebu)-Asia eHealth Information Network - MIT- Stanford Big Data for Health Conference, 4 July 2017, Cebu City.
Lessons we are learning through pivoting quickly to fully online learning; Bu...Charles Darwin University
For those institutions who have been specialising in distance education for some time, although they may have had to make some changes, the last few months have not been overly problematic. But for the remaining majority of institutions, there has been a monumental upheaval in how they are now required to conduct business, both for staff and students. Those who have fared better seem to be those who have reasonably mature frameworks in place to mediate their technology-enabled learning (TEL) offerings. That is, they have well established processes that define how they translate what they have in policy, procedures and planning into practice. Such a framework can be found within the COL TEL Benchmarks, that can provide an institution with clear guidelines as to what things need to be in place to ensure a robust and consistent approach to teaching with technology. This presentation will first highlight many of the lessons currently being learned across the higher education sector, it will also ask you to share what you have learned and then we will look at how some of these issues are contained within the COL TEL Benchmarks. Lastly it will make a case for investigating more fully how to use this tool to help your institution ready itself for success in the future.
A keynote presentation for the Online Teaching Pathways for Early-Career Criminologists & Sociologists
by University of Glasgow, Hong Kong University, U21.
Abstract: We have all had to pivot rapidly from teaching face-to face to teaching fully online and have learned many lessons along the way, in a particularly short space of time. In many cases, if our IT groups and vendors had not equally risen to the occasion this would not have been possible. However, what has been observed is that those who have fared better over these recent months have been those institutions with well-established frameworks in place to mediate their technology-enhanced learning (TEL). That is, they have recognised processes that define how they translate what is in policy, procedures and planning into practice with appropriate IT scaffolding. Such a framework can be found within a number of TEL quality tools, that are designed to provide an institution with clear guidelines as to what things need to be in place to facilitate a robust and consistent approach to teaching with technology. Once these things are in place it makes it possible to undertake online teaching that does more than just mimic face-to-face practice, but actually provide a the foundation for innovative pedagogies to thrive. One concept associated with this is the notion that students can be productive and typically, this means the TEL has, or can become far more, active, authentic and collaborative.
With the ubiquitous nature of social media effecting all areas of society, how do we as academic researchers need to respond to this challenge to use social media to promote our practice. This presentation will provide some clues.
This presentation forms part of the Integrated Coastal Zone Management (ICZM)-project. This projects concerns a cooperation between ITS, ITB (both Indonesia) and TU Delft focusing on joint curriculum development
This project includes the use of open, online and blended education to support this process.
The presentation sketches the issues – for further discussions- to be taken into consideration when it comes to blended education (policy development, approach /priorities and planning) .
Blending Synchronous and Asynchronous Learning EnvironmentsMichael Coghlan
Presentation as part of Webheads EVOnline sessions, January 2014
Message re licensing of this content:
This content was uploaded to Slideshare before it was taken over by Scribd. My intention was always to offer my content for free via Creative Commons licensing. Scribd now has locked the content behind a paywall where you have to provide credit card details before you can download it. I totally disagree with this kind of exploitation of previously free content but it apparently is legal for Scribd to do this. However, you can still download this content without messing around with credit card nonsense if you go to the original Slideshare site of this presentation. Sorry for the hassle, but it is Scribd's doing - not mine.
- Michael Coghlan (michaelc)
Technology Enhanced Teaching: What is it and how can it be assessed? 10.12.2015Pia Groenewolt
The MENTEP project is developing an online self-assessment tool for teachers to empower teachers to progress in their Technology-Enhanced Teaching (TET) competence at their own pace. Project partners and experts have identified 4 competency areas for the online assessment tool. Now you have the opportunity to let us know if you think they are the most relevant areas when it comes to your teaching with ICT.
EMMA Summer School - E. Bruno, I. Merciai, M. Tizzani - MOOC Production autho...EUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Lecture capture in your toolkit: building digital media into course design Clive Young
Dr. Clive Young, University College London
Keynote for TILT eLearning showcase 2016-17: Innovating design and delivery
Date: Wednesday 14 December 2016
Nottingham Trent University
Hologram Lecturers and Tele-Presence Teachers in the Next DimensionZac Woolfitt
Just because you cannot travel to a university to give a lecture, does not mean you can’t be there ‘in person’. Students can still benefit from your expertise via two potential remote presence educational formats.
1 – Remote Presence Robot
2 – The Lecturer as Hologram.
From a teaching and learning perspective each format has its own strengths and unique affordances. By developing our understanding of the pedagogical potential, we can leverage these distinct elements to enhance learning and create new opportunities for education.
How credible are the as teaching formats of the future? Examining these innovative modes of remote teaching gives us a new position from which to reflect on our traditional face-to-face teaching. Not only do we open our mind to new possibilities, but we gain a deeper understanding of the core-essence of teaching and learning. Current circumstances did not allow us to demonstrate these formats on the stage of the OEB. But there was still room for a lively discussion about the educational possibilities of virtual presence teaching.
Thinking about delivering a class session online? This workshop introduces you to best practices in delivering live online courses using web conference software used at the W.R. Berkley Innovation Lab @NYUSTERN. You’ll learn how to conduct a live online class discussion and how best to develop content for this teaching format. You will also receive tips for the teaching setup and configuration.
Effective ICT project ideas for the classroom. These ICT ideas are designed to effect authentic learning that aid to contextualise students learning and integrate curriculum needs into ICT projects and to effect critical thinking and creativity in our students through project based learning. We hope that teachers will find such ICT implementation truly useful for their curriculum needs and find it rewarding to implement these ICT ideas in their classes.
We appreciate all comments to help us improve on these ideas.
This presentation will assist in preparing a novice online EFL teacher for not only the complexities, problems, responsibilities and challenges encountered but also the tremendous rewards that can be gained from the e-moderation process. The role played by the e-moderator in creating and teaching an online course in English as a Foreign language will be explored. In particular, the e-moderators beliefs and perceptions as well as the challenges encountered throughout the process. Furthermore, It will detail the relevant theories of online learning and show how they are represented through various models, creating a framework to assist the e-moderation process.
This presentation forms part of the Integrated Coastal Zone Management (ICZM)-project. This projects concerns a cooperation between ITS, ITB (both Indonesia) and TU Delft focusing on joint curriculum development
This project includes the use of open, online and blended education to support this process.
The presentation sketches the issues – for further discussions- to be taken into consideration when it comes to blended education (policy development, approach /priorities and planning) .
Blending Synchronous and Asynchronous Learning EnvironmentsMichael Coghlan
Presentation as part of Webheads EVOnline sessions, January 2014
Message re licensing of this content:
This content was uploaded to Slideshare before it was taken over by Scribd. My intention was always to offer my content for free via Creative Commons licensing. Scribd now has locked the content behind a paywall where you have to provide credit card details before you can download it. I totally disagree with this kind of exploitation of previously free content but it apparently is legal for Scribd to do this. However, you can still download this content without messing around with credit card nonsense if you go to the original Slideshare site of this presentation. Sorry for the hassle, but it is Scribd's doing - not mine.
- Michael Coghlan (michaelc)
Technology Enhanced Teaching: What is it and how can it be assessed? 10.12.2015Pia Groenewolt
The MENTEP project is developing an online self-assessment tool for teachers to empower teachers to progress in their Technology-Enhanced Teaching (TET) competence at their own pace. Project partners and experts have identified 4 competency areas for the online assessment tool. Now you have the opportunity to let us know if you think they are the most relevant areas when it comes to your teaching with ICT.
EMMA Summer School - E. Bruno, I. Merciai, M. Tizzani - MOOC Production autho...EUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Lecture capture in your toolkit: building digital media into course design Clive Young
Dr. Clive Young, University College London
Keynote for TILT eLearning showcase 2016-17: Innovating design and delivery
Date: Wednesday 14 December 2016
Nottingham Trent University
Hologram Lecturers and Tele-Presence Teachers in the Next DimensionZac Woolfitt
Just because you cannot travel to a university to give a lecture, does not mean you can’t be there ‘in person’. Students can still benefit from your expertise via two potential remote presence educational formats.
1 – Remote Presence Robot
2 – The Lecturer as Hologram.
From a teaching and learning perspective each format has its own strengths and unique affordances. By developing our understanding of the pedagogical potential, we can leverage these distinct elements to enhance learning and create new opportunities for education.
How credible are the as teaching formats of the future? Examining these innovative modes of remote teaching gives us a new position from which to reflect on our traditional face-to-face teaching. Not only do we open our mind to new possibilities, but we gain a deeper understanding of the core-essence of teaching and learning. Current circumstances did not allow us to demonstrate these formats on the stage of the OEB. But there was still room for a lively discussion about the educational possibilities of virtual presence teaching.
Thinking about delivering a class session online? This workshop introduces you to best practices in delivering live online courses using web conference software used at the W.R. Berkley Innovation Lab @NYUSTERN. You’ll learn how to conduct a live online class discussion and how best to develop content for this teaching format. You will also receive tips for the teaching setup and configuration.
Effective ICT project ideas for the classroom. These ICT ideas are designed to effect authentic learning that aid to contextualise students learning and integrate curriculum needs into ICT projects and to effect critical thinking and creativity in our students through project based learning. We hope that teachers will find such ICT implementation truly useful for their curriculum needs and find it rewarding to implement these ICT ideas in their classes.
We appreciate all comments to help us improve on these ideas.
This presentation will assist in preparing a novice online EFL teacher for not only the complexities, problems, responsibilities and challenges encountered but also the tremendous rewards that can be gained from the e-moderation process. The role played by the e-moderator in creating and teaching an online course in English as a Foreign language will be explored. In particular, the e-moderators beliefs and perceptions as well as the challenges encountered throughout the process. Furthermore, It will detail the relevant theories of online learning and show how they are represented through various models, creating a framework to assist the e-moderation process.
This on-line session will cover success principles that professioanls can utilize to transform their jobs into a career. It is extremely beneficial for paralegals, attorneys, and other professionals to understand the principles of how to create a work life balance while maintaining a successful career in order to avoid job burnout and job stagnation. Participants will be provided with resources and information on how to create a successful career while also creating an effective career path within the legal industry.
This session will discuss the client interview, which is the first phase of handling many types of cases. Although, this session will focus on the litigation paralegal's role the techniques can be applied to interviews many other practice areas as well.
This is a powerpoint presentation that was used for the LWML Chesapeake Fall Convention 2012. The mission trip team presented a session explaining what they experienced on the trip.
Peter Holdridge, Stephen Pinfield & Peter Stordy - Online Learning Case Studies: Delivering the new LISM (Library and Information Services Management) distance learning programme. TELFest 2016 presentation
Ways to ensure “buy in” from the academics in the transition to digitised ass...Marieke Guy
Ways to ensure “buy in” from the academics in the transition to digitised assessments
Marieke Guy (Head of Digital Assessment) & Claudia Cox (Digital Assessment Advisor)
Uniwise partner meeting
2nd November 2023
Technology in teaching and learning in the lifelong learning sector - researc...Sean Murricane
We all know that technology is changing our learning institutions. Lifelong Learning UK commissioned Pontydysgu to undertake some research to ascertain how technology is changing teaching and learning – and make some recommendations for what we should do about it.
The Principal and the Senior Management team have turned to technology to transform learning in an attempt create a coherent, consistent and cost-effective kick-start to the change management process after a series of mergers and acquisitions.
Howard and Bob shared with delegates the progress so far and the lessons learned from their experience of the organising and delivering Leeds City College Learning Festival 2012.
Presented at the RSC East Midlands e-fair - http://moodle.rsc-em.ac.uk/course/view.php?id=209
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
The changing nature of learning management systems and the emergence of a dig...Charles Darwin University
A Webinar presented to Faculty and post graduate students at the Model Institute of Education & Research, Jammu, India.
Our digital ecologies are changing because the way we are wanting to teach is changing. We are seeing a much greater emphasis being placed on active, authentic and collaborative modes of teaching. Therefore we have had to find new tools to help us with these new tasks. But the reasons to engage with these new tools needs to be based on sound pedagogical foundations.
Developing a culture of blended learning innovationJisc
Developing a culture of blended learning innovation Graham Galbraith (University of Hertfordshire) and Jon Alltree (University of Hertfordshire) Facilitated by Mark Russell.
Jisc conference 2010
When forced into a corner we do have options: I suggest we choose to be activ...Charles Darwin University
A presentation to the English Australia Ed Tech Symposium - Plenary Address.
Abstract: Those institutions that have pivoted rapidly from teaching face-to face to teaching fully online have learned many lessons over the last 18 months, both good and bad. But for some, this has been nothing new, instead it’s simply been business as usual. We have seen that those who fared better have well established frameworks in place to mediate their technology-enhanced learning offerings. That is, they have recognised processes that define how they translate what they have in policy, procedures and planning into practice. Such a framework can be found within a number of quality tools, that are designed to provide institutions with clear guidelines as to what need to be in place to facilitate a robust and consistent approach to teaching with technology. Once present, it makes it easier to undertake online teaching that does more than just mimic face-to-face practice, providing a robust platform to allow innovative pedagogies to thrive. Typically, this means the online learning has, or can become far more, active, collaborative and authentic. This presentation with share some of the things that have been observed across the higher education sector over the last 18 moths that we can all learn from.
Developing a Menu of Teaching Approaches to Encourage Deeper Engagement with TELIan Glover
Presented on 1st May 2014 at Blackboard Teaching and Learning Conference (#BbTLC2014) at University College Dublin. This worshop encouraged attendeed to engage with materials created by Sheffield Hallam University as part of their Changing the Learning Landscape (CLL) transforamtion project.
Enhancing Lectures with Interactive Teaching ToolsJonny Crook
Presentation slides from a session at ALT-C 2015 by Jonny Crook (Learning Technologist) and Dr Julian Jones (Lecturer in Accounting and Finance, Manchester Business School)
NIDM (National Institute Of Digital Marketing) Bangalore Is One Of The Leading & best Digital Marketing Institute In Bangalore, India And We Have Brand Value For The Quality Of Education Which We Provide.
www.nidmindia.com
New Explore Careers and College Majors 2024.pdfDr. Mary Askew
Explore Careers and College Majors is a new online, interactive, self-guided career, major and college planning system.
The career system works on all devices!
For more Information, go to https://bit.ly/3SW5w8W
3. Who I am …
Masters in Social Science, History of
supporting technological innovation in
Medical Education, PRINCE 2 Project
Management Practitioner
Project Officer at the Royal College of
Paediatrics and Child Health
Learning Technology Intern at the
University of Bristol
Postgraduate Officer at the University of
Bath
Education Projects Administrator at the
Royal College of Obstetricians and
Gynaecologists Course Developer
(Technologist)
University of West of England
4. TEL – What is it?
For the purpose of this policy,
TEL is defined as any Information
and Communication Technology
(ICT) that directly supports
learning and teaching.
This is seen as a more inclusive
term than those of e-learning or
blended learning which often lack
clarity of definition
5. January 2012 August 2012 January
Oliver Haslam Oliver Haslam Michael Harris
Lisa Thrower Michael Harris Tom Buckley
Susan ? Tom Buckley
John Doherty
Name Role
Kath Ross Associate Dean for Student Experience
Simon Messer Technology Enhanced Learning Lead
Matthew Cownie Learning Educational Technologies Manager
??? Course Developers
TEL - Who we are
6. TEL - What we do
Support the TEL Strategies
within the Faculty.
These being
•The UWE TEL Strategy
•The Faculty TEL Strategy
•The Departmental TEL
Strategy
7. Background and context
The UWE TEL survey (Falconer 2011) reveals a
range of other technologies in use, both from
internal provision and external provision, examples
of which include an extensive range of websites,
web 2.0 tools, and social networking sites.
The embedding of practice within Faculties and
departments is a challenge however (Falconer
2011) and the ELDU are developing an
infrastructure which strongly aligns the ELDU with
identified staff within each Faculty
8. Faculty TEL strategy : Aims I
The overall aims will be:
•to ensure that the Faculty takes full advantage of
the affordances of TEL for meaningful
enhancement of existing and future provision of
our portfolio
•to ensure meaningful enhancement of the quality
of our teaching and student
experience through the use of TEL.
9. Faculty TEL strategy : Aims II
3 key TEL activities will be enabled to have
multiple uses:
•Realign support infrastructure for effective
development and online-learning delivery of
credit- and non-credit bearing content
•Enhanced role of TEL in modules /
programmes / courses
•Staff and student development in TEL
10. Action Who by When
Staff development
Staff TEL development sessions identified Associate Dean and HoDs
TEL faculty lead
Nov 2011
Faculty strategy implementation
Identification of current/new programme suitable for
online delivery
HoD with TEL faculty lead Dec 2011
Identification of module / programme suitable for TEL
enhancement
HoD and programme managers Dec 2011
Agreement of identified departmental
activities/programmes by Executive and forward action
plan to TEL Implementation Group
Executive and TEL
Implementation Steering Group
Chair
Nov 2011
Action plan for 2012/13 implementation identified and
overseen by TEL Implementation Group
TEL Implementation Steering
Group
June 2012
Infrastructure
Gain approval for new technologists posts and I grade
academic post. Advertise and appoint.
Dean Sep 2011
Audit of current activities overseen by the LET (LTDU)
and refocus for future responsibility
Deputy Dean, ITS, Head of LET Oct 2011
Set up TEL Implementation Steering Group; ToR and
membership
Associate Dean Sep 2011
Agreement of identified departmental
activities/programmes by Executive and forward action
plan to TEL Implementation Steering Group
Executive and TEL
Implementation Steering Group
Chair
Jan 2012
Action plan for 2012/13 implementation identified and
overseen by TEL Implementation Steering Group
TEL Implementation Steering
Group
March 2012
Module support
Audit of Bb and agreement on minimum expectation
across all modules
Learning Technology Group and
TEL Implementation Steering
Group (including student rep input
on minimum expectation)
Dec2011
11. Faculty TEL strategy : Outcomes
• Audit of Blackboard Usage and Blackboard
Minimum Standards
• Departmentally agreed strategies for
implementation
• Staff Development sessions identified
• Identification of 1 suitable programme
for delivery ‘online’
12. Re-alignment of support
infrastructure
• LET and TEL (It gets complicated!)
• Learning Educational Technologies (LET) and
Technology Enhanced Learning (TEL)
• New TEL unit established with an I-grade
academic and 3 new E-grade technologist posts
14. TEL - What we actually do …
• Set minimum standards for information on the
VLE
• Run workshops and taster showcases
• Help with the instructional design of learning
objects
• Help plan and deliver online learning
environments
• Desk side / Just in time support
19. TEL - Why we do it …
• Enhance ‘Student Experience’
• Modernisation of teaching
• Increased competitiveness nationally
• Increased competitiveness globally
20. Transformative
• Learners that feel more supported in practice
• Deliver our excellent teaching further
• An up-skilled academic work force
• Support teaching that encourages an
‘active’ learner
21. Problems I
• Cross campus
• Organically created support structure can
become complex to negotiate
• Lack of clarity of whom supports what
• Communication
• Politics
22. Problems II
• Outsourcing of use of technology to younger
members of the family
• Confidence and exposure
• Not understanding the basics
• The over fetishisation of acronyms
• Lack of literacy over what they are doing already
25. Tools based approach
• Staff supporting a range of supported tools
chosen by the Faculty
• Showcase Events to enlighten academics on
tools and approaches
• Training Events to help with the design
and implementation on specific tools
27. Why this approach?
• Creativity of academic not stymied
• Tools used appropriately
• Tools used where appropriate
• Help traverse steep learning curves
• Encourage self sufficiency
• Consistency in delivery
29. Project Specific tools
• WordPress (Public Health Pilot)
• Thinking Worlds (Nursing Simulation Pilot)
• Turning Point (Nursing Examination Pilot)
• iSpring (FdSc Health Sciences)
• MediaSite (FdSc Health Sciences)
• Xerte (Capita Project)
• Blackboard App (Learning Disabilities)
30. The supported hardware tools
1 x Computer Kinect
Multiple headphones
and microphones sets
8 x Bamboo Pads
1 x Bluetooth
Headset
1 x Multi-Pattern
USB microphone
6 x USB
Video & Still
Cameras
4 x Tablet
Laptops
31. Adobe Presenter 8
• Allows Presentations to be put online
• Allows classroom time to be freed up for
constructive sessions
• Allows quizzing at a distance
• Allows spoken information to be packaged and
delivered online
32. For the student
Pressure sore Quiz
NHS (Graphic)
Med Management Avatar
Faculty HLS UWE
Radiotherapy Planning 3
Faculty HLS UWE
Dummy Video Creator Content
Faculty of HLS UWE
33. For the academic
• Adds on to PowerPoint, no PowerPoint training
given here
• Training material curated with a prerequisite to
engage with before event
• Training “flipped”
• Must attend training to access
software
34. Adobe Presenter training
Time Section
40 minutes Introduction to Adobe Presenter with examples
20 minutes Thinking about the supporting pedagogy
120 minutes How to: Audio, Animation, Quizzes
20 minutes Discussion – Good practice and implementation
90 minutes Supported authoring and mop up
35. uChoose
• Branching stories simulation (Aldrich, 2005)
• Making case based learning more interactive by
using ‘Virtual Patients’
• Contextualises theory in practice
• A safe way to learn from mistakes If the
persons dies they can do it again)
• Re-plays offers different learning opportunities
• Student centred exploration of cases based on
their decisions
36. For the student
Virtual Patient: Chantelle
BryantNHS (Sensitive content)
Virtual Patient: Gerald
WaltersNHS (Insensitive
content)
38. uChoose training
Time Section
30 minutes Welcome and introduction to Case Based Learning
75 minutes Introduction to the uChoose application
60 minutes One to One authoring
30 minutes What next? Ideas going forward
39. Opening lines
“Two camps with technology those who love it and
embrace it and find it exciting but there are those who feel
that you lose a lot of the natural interactions that you may
get in a clinical situation by using a virtual patient. How do
we prepare people in a simulation environment for real
world interactions as a physio or a nurse?
The reality is there are positive and negative elements
associated with the use of virtual patients and actually it
can be quite challenging to develop such activities so we
must be mindful of these aspects from the start.”
Lucy Watkins, uChoose Lead
40. Events where we introduce different tools based
around Technology Enhanced Learning (TEL)
under two themes:
•Methods of delivering content
(Embedded Learning objects)
•Methods of facilitating learning
(Blogs, Wiki’s, e-Tivities, Virtual Classrooms)
TEL Showcasing Events
41. Fun atmosphere
• The idea is to get stuck in
• Just give it a go and demystify TEL
• Overcome lack of confidence
• Depoliticise the expectation
to engage with TEL
42. Outcomes of events
By the end of the 2 hour session academics would
have:
•Use a Bamboo Pad with unfamiliar equipment
Created a video on a ‘flip’ cam
•Uploaded video to Kaltura
•Create a page and updated a Wiki on Blackboard
•Use an embed code on within your pages .HTML
43. A typical showcase
Time Section
20 minutes Direction of travel with Technology Enhanced Learning –
the 3E framework ??
10 minutes The Blackboard Template explained
15 minutes Showcase of methods of delivering content
25 minutes Group Activity – Healthcare Pictionary using a Bamboo Pad
10 Minutes Coffee Break Activity – Record 30 second video about I
heart Glenside
10 Minutes Uploading content to Kaltura
10 Minutes Blogs, Wiki’s and facilitated spaces
15 minutes Embedding I heart Glenside video to a Wiki
45. Revisiting the Smorgasboard
• A tools based approach is a less didactic way to
introduce TEL techniques
• Visibility
• It empowers the academic to think amd be
informed about how and where they would apply
a technique
• Relies on Academic identified learning needs
and drive
• The desire to drive has to be in place for this to
be effective
47. Summary
• Here to support academics achieve TEL strategy
goals
• Currently holding two types of events
• Training on single tools
• Showcasing multiple approaches
• Aim to be appropriate in the usage and adoption
of tools to support a bespoke range of outcomes
• Events that allow large parts of hands on activity