The document discusses integrated learner support at the University of Northampton. It provides statistics on workshops and student attendance from 2017-18 and 2018-19 that show increases. It also shows the distribution of students across faculties, with the most in Health & Society and the least in Joint Honours. The document promotes integrated learner support to help support students and describes some example workshop topics like finding and evaluating academic material and referencing. It concludes by inviting questions.
1) The document provides an overview of a school that focuses on sports and exercise sciences. It emphasizes research excellence, high quality teaching, and a multidisciplinary approach.
2) Key strengths include world-class facilities, a vibrant postgraduate community, and strong research output. However, weaknesses include relatively low grant income and few international collaborations.
3) Challenges include generating additional income, improving the student to staff ratio, and retaining high performing staff and PhD students. Threats include lack of recognition of the discipline in research assessment and an inability to replace departing staff.
Cardiff presentation 11th august 2014 uploadedAndrea Wheeler
Dr. Andrea Wheeler is applying to contribute her expertise to the Masters programs at Cardiff University School of Architecture. She has 8 years of post-doctoral experience in sustainable design research and teaching. Her areas of research expertise include building performance, sustainable building conservation, sustainable energy and the environment, and sustainable mega buildings. She aims to bring a critical/humanities perspective on building performance and lifestyle to the Masters programs.
Best practice in research-informed teaching: a Welsh example.NewportCELT
Professor Simon Haslett, Director of the Centre for Excellence in Learning and Teaching (CELT) at the University of Wales, Newport's invited presentation to the Research informed Teaching Best Practice Conference at Staffordshire University on Wednesday 14th October 2009.
A Norwegian study aimed to increase students' scientific literacy and interest in science by having them participate in science projects. The study involved over 800 students who took part in science-focused projects from 2008 to 2010. Results showed that the students had an overall positive appreciation of the projects and that hands-on practical work in science lessons improved students' attitudes towards science. Participating in authentic learning experiences outside the classroom, like visiting research institutions, further motivated students to pursue scientific subjects in university.
This document summarizes Vitae's strategy from 2013-2015, which focused on supporting research staff development in the UK. It outlines Vitae's goals of maintaining regional hub networks, ensuring existing materials remain available, and developing new support for prospective PhD students. The document also previews the topics to be covered, including policies influencing research staff, challenges and opportunities in developing research staff, and creating effective development programs. Vitae programs relevant to research staff development are listed.
Higher Education Academy Research-Teaching Nexus Action Set Workshop held at University of Wales, Trinity St. David's, Carmarthen Campus, on Wednesday 15th September 2010. The workshop was convened by Professor Simon Haslett (University of Wales, Newport) and facilitated by Professor Stuart Hampton-Reeves (University of Central Lancashire).
The document discusses how the Geology department at a university effectively supports student employability through a curriculum-based approach that involves staff, encourages work experience, links with industry alumni, and shares responsibility across the department. It provides examples from other departments and urges all departments to support careers tutors, get involved, share responsibility, and encourage early student focus on employability.
1) The document provides an overview of a school that focuses on sports and exercise sciences. It emphasizes research excellence, high quality teaching, and a multidisciplinary approach.
2) Key strengths include world-class facilities, a vibrant postgraduate community, and strong research output. However, weaknesses include relatively low grant income and few international collaborations.
3) Challenges include generating additional income, improving the student to staff ratio, and retaining high performing staff and PhD students. Threats include lack of recognition of the discipline in research assessment and an inability to replace departing staff.
Cardiff presentation 11th august 2014 uploadedAndrea Wheeler
Dr. Andrea Wheeler is applying to contribute her expertise to the Masters programs at Cardiff University School of Architecture. She has 8 years of post-doctoral experience in sustainable design research and teaching. Her areas of research expertise include building performance, sustainable building conservation, sustainable energy and the environment, and sustainable mega buildings. She aims to bring a critical/humanities perspective on building performance and lifestyle to the Masters programs.
Best practice in research-informed teaching: a Welsh example.NewportCELT
Professor Simon Haslett, Director of the Centre for Excellence in Learning and Teaching (CELT) at the University of Wales, Newport's invited presentation to the Research informed Teaching Best Practice Conference at Staffordshire University on Wednesday 14th October 2009.
A Norwegian study aimed to increase students' scientific literacy and interest in science by having them participate in science projects. The study involved over 800 students who took part in science-focused projects from 2008 to 2010. Results showed that the students had an overall positive appreciation of the projects and that hands-on practical work in science lessons improved students' attitudes towards science. Participating in authentic learning experiences outside the classroom, like visiting research institutions, further motivated students to pursue scientific subjects in university.
This document summarizes Vitae's strategy from 2013-2015, which focused on supporting research staff development in the UK. It outlines Vitae's goals of maintaining regional hub networks, ensuring existing materials remain available, and developing new support for prospective PhD students. The document also previews the topics to be covered, including policies influencing research staff, challenges and opportunities in developing research staff, and creating effective development programs. Vitae programs relevant to research staff development are listed.
Higher Education Academy Research-Teaching Nexus Action Set Workshop held at University of Wales, Trinity St. David's, Carmarthen Campus, on Wednesday 15th September 2010. The workshop was convened by Professor Simon Haslett (University of Wales, Newport) and facilitated by Professor Stuart Hampton-Reeves (University of Central Lancashire).
The document discusses how the Geology department at a university effectively supports student employability through a curriculum-based approach that involves staff, encourages work experience, links with industry alumni, and shares responsibility across the department. It provides examples from other departments and urges all departments to support careers tutors, get involved, share responsibility, and encourage early student focus on employability.
This document provides information about various sources of funding for pedagogic research. It discusses the Research Professional website which allows users to search for funding opportunities and set up email alerts. An upcoming event on finding research funding is announced. Several organizations that provide grants for higher education research are outlined, including the Society for Research into Higher Education, the Leadership Foundation for Higher Education, the British Academy/Leverhulme Trust, and HEFCE. Case studies of funded projects are provided.
Presentation by Professor Simon Haslett at the Aegean Omiros College, Athens, Greece, on Thursday 19th May 2011. Simon Haslett is Professor of Physical Geography and Dean of the School of STEM at the University of Wales.
SoLT and PedR: spicing up learning and teaching in Higher Education.NewportCELT
Presentation by Professor Simon Haslett to the Partnership Conference 'Transition and Progression through Further Education into Higher Education' at the University of Wales, Newport, on Tuesday 27th April 2010. Professor Haslett is Director of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport.
Working with international students as co-researchers: towards an inclusive e...Simon Haslett
Presentation by Julie Wintrup and Kelly Wakefield (University of Southampton) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Enhancing quality through research-informed teaching: role of the Newport CELTNewportCELT
Presentation by Professor Simon Haslett, Director of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport, to the joint Quality Assurance Agency (QAA) and Higher Education Academy (HEA) Conference "Quality Assurance and Enhancement in Wales - a Changing Picture?" at the Metropole Hotel, Llandrindod Wells on Friday 23rd October 2009.
1. The Higher Education Academy was formed through the merging of several organizations related to higher education, including the Learning and Teaching Support Network.
2. The Academy aims to enhance the student experience in higher education by identifying and sharing best practices in learning and teaching.
3. The Health Sciences and Practice Subject Centre works within the Academy to promote good practices in healthcare education through enhancing quality and sharing resources.
Dr Craig McInnis: Enhancing the Training of Mathematics and Science TeachersACDSTLCentre
This document discusses a program called the Enhancing the Training of Mathematics and Science Teachers (ETMST) program that received $18.9 million between 2013-2016 to improve pre-service teacher training for mathematics and science teachers. It outlines five projects that were awarded grants totaling over $12 million to develop new approaches to pre-service teacher education programs. An evaluation team will assess the extent to which the projects and overall program achieve their objectives of enhancing teacher training and improving the quality of mathematics and science teachers.
VC's visit to Global Studies, 9 May 2014SussexGlobal
Engaged research that addresses global issues through interdisciplinary perspectives. The School has successful partnerships and research income but needs help with big data, arts, and developing ideas without rushing proposals. International doctoral research covers diverse topics with multiple funders. The School aims to strengthen research capacity through improved procedures and fundraising.
Creating an outstanding learning environment for students through philosophy, ethics, skills and employment preparation. The School fosters student engagement and feedback to enhance teaching. Challenges include improving outdated facilities.
Expanding successful international partnerships in areas like Asia, migration and development through research themes, collaborations and support. Communicating research influences policy and public understanding. Long-term sustainability requires securing funding platforms.
Enhancing Scholarship in college Higher EducationSEDA
Association of Colleges. 2018. College Key Facts. [online] Available at: Association of Colleges. 2018. College Key Facts, 2017/18. [online] Available at: https://www.aoc.co.uk/sites/default/files/Key%20Facts%202017-18_1.pdf
Boyer, E. 1990. Scholarship Reconsidered: Priorities of the Professoriate. New York: The Carnegie Foundation for the Advancement of Teaching
Lawrence, J. and Hall, G. In Press. Understanding the provision and perceived value of the academic and professional development practices of HE teachers in College Higher Education (CHE) in Research in Post Compulsory Education
QAA. 2013. Guidance on scholarship and the pedagogical effectiveness of staff: Expectations for Foundation Degree-awarding powers and for taught degree-awarding powers. [online] Available at: https://www.qaa.ac.uk/docs/qaa/guidance/guidance-on-scholarship-and-pedagogical-effectiveness-jan-13.pdf?sfvrsn=e554f781_6
UCU. 2013. Scholarly activity in HE in FE – towards a better practice model. London: UCU
The document provides information about the Education Excellence Programme at the university. It discusses creating a welcoming and inclusive learning environment for students (paragraph 1). It then explains that the programme takes a holistic approach to improving the educational experience by developing a strong community of students and staff (paragraph 2). Finally, it outlines some of the headline projects for 2018/19, which include initiatives focused on assessment & feedback, inclusivity, learning communities, student voice, retention & progression, and skills & employability (paragraph 3).
Exploiting Capture Technology for Other PurposesChris Willmott
This document discusses the use of lecture capture technology beyond simply recording lectures. It notes that 75% of UK higher education institutions now have lecture capture systems. The document outlines several potential alternative uses of capture technology, including for flipped classroom approaches, pre-recorded demonstrations, and recording fieldwork. It then describes a project investigating how one university is using capture technology for these other purposes. The project involves interviews with academics and a review of module surveys. Preliminary findings suggest pockets of excellent practice exist, but more guidance is needed for staff on the full capabilities of capture technology and how to implement alternative approaches.
Learning Analytics and the Scholarship of Teaching and Learning - an obvious ...Blackboard APAC
The scholarship of teaching and learning (SoTL) essentially advocates for a research approach to be applied to the improvement of learning and teaching. It encourages teachers to reflect in a scholarly way on their teaching practice and at the more advanced level to undertake research on teaching practice and curriculum. Learning analytics has the potential to provide data on elements of the teaching process which have to date been difficult to measure particularly for the broader cohort of teachers.
This presentation will draw attention to the connection between SoTL and learning analytics and prompt participants to think about how learning analytics can be used in a wider context to contribute to changes in teaching design and practice.
Meeting the Needs of Digital Learners: Learner Support Patterns and StrategiesGreig Krull
The document discusses research on meeting the needs of digital learners through learner support patterns and strategies. A study was conducted of students at two distance universities to determine their academic and technological support needs when using multiple devices for learning. The results showed that students most commonly use smartphones and laptops and access an average of three devices. However, most education does not currently take into account students' use of different devices. The document recommends universities rethink their teaching and support to better address students' diverse technology use.
How can you use learning analytics in your own research and practice: an intr...Bart Rienties
While many “brick-and-mortar” universities had to rapidly shift online provision during the pandemic, a range of online and distance learning universities have been teaching in blended and online formats for years. Obviously with every single click potentially interesting data might become available about how and perhaps why learners are engaging with learning materials and activities. A blossoming field of learning analytics has emerged since 2011 trying to make sense of these increased data flows. The Open University UK (OU) has been trailblazing innovative learning across the globe for 50 years. Since 2014 the OU has gradually moved from small-scale experimentation to large-scale adoption of learning analytics throughout all 400+ modules and qualifications available within the OU for its 170.000+ online learners.
This keynote will explore how you as researcher, practitioner, and/or policy maker could start to use learning analytics to better understand your educational practice. Using examples from small-scale experiments and large-scale adoptions of predictive learning analytics I will explore together with EDEN RW participants which approaches and methods in learning analytics might be useful to consider. No prior knowledge or experience of learning analytics is expected, and join me on a journey of how you could potentially use data from your learners and teachers to further improve and finetune your blended and online provision.
Dr. Bart Rienties is Professor of Learning Analytics and programme lead of the learning analytics and learning design research programme at the Institute of Educational Technology at the Open University UK. He leads a group of academics who provide university-wide learning analytics and learning design solutions and conduct evidence-based research of how students and professionals learn. His primary research interests are focussed on Learning Analytics, Professional Development, and the role of motivation in learning. Furthermore, Bart is interested in broader internationalisation aspects of higher education. He has successfully led a range of institutional/national/European projects, and has received a range of awards for his educational innovation projects. He has published over 285 academic outputs, and is the 2nd most published author on Networks in Education in period 1969-2020 (Saqr et al. 2022), the 3rd most cited author on higher education internationalisation in Asia in the period 2013-2018 (Can & Hou, 2021), the 4th most cited author and contributor in Learning Analytics in the period 2011-2018 (Adeniji, 2019), the 5th most published author on internationalisation in the period 1900-2018 (Jing et al. 2020) and the 7th most published author on social network analysis in social sciences in the period 1999-2018 (Su et al. 2020), and the 14th most published author on educational technology in the period 2015-2018 (West & Bodily, 2020).
A Claim For The Case Method In The Teaching Of GeographyJim Webb
This article discusses the case method approach to teaching geography. It argues that the case method promotes interactive learning by shifting the focus from teacher-centered lectures to student-centered discussions. The author outlines how the case method works, provides examples of geography cases that have been developed, and evaluates how the case method could improve geographic education. The case method encourages students to actively engage with real-world examples and problems in order to develop skills like analysis, problem-solving, and decision making.
STEM (Science, Technology, Engineering and Math) education and activities, early in a student's life, makes a significant difference in careers and college education. Please take 30 seconds and urge Congress to focus on STEM in the update and reauthorization of the ESEA (No Child Left Behind) Education Act, by clicking here: http://www.congressweb.com/stemedcoalition/24
The Southampton Mathematics, Science and Health Education (MSHE) Research Centre is committed to building on its reputation for research in STEM subjects through expanding interdisciplinary collaboration, facilitating student training, and designing curriculum resources while evaluating teachers' professional development and students' conceptual understanding in mathematics, science, and health education. The Centre hosts numerous projects exploring topics like empowering students' health choices through science, revitalizing mathematics textbooks, and using digital technologies for teaching and learning.
This document provides an agenda and session descriptions for a learning and teaching conference focused on enhancing and embedding education for sustainable development at the University of Chichester. The conference will include keynote speakers on integrating sustainability into higher education and industry perspectives. Sessions will address establishing baselines for ESD engagement, getting sustainability into degree programs, and workshops on incorporating sustainability into curricula. The goal is to highlight best practices for including education for sustainable development at the university.
Glen Gilchrist provides a document discussing practical science. Some key points:
- Practical science occupies little of a scientist's time, with most spent on writing, data analysis, and research applications.
- Teachers see practical work as engaging students and teaching skills, but it has little impact on understanding concepts or attainment.
- Evidence suggests demonstrations may be better than student-led practicals for teaching concepts, and that too much practical time reduces standards.
- Practical work motivates younger students but effect lessens in later schooling and does not recruit students to further science.
- Stations are proposed to explore practical experiments on topics like chocolate chips, copper coins, pendulums, and body correlations
This document summarizes the Teaching and Research Aged Care Services (TRACS) program in Australia. TRACS provides funding for 16 partnerships between aged care providers and education institutions. The goals are to increase the aged care workforce, improve quality of care, and change perceptions of aged care. Key aspects of the TRACS model include clinical placements for students, workforce education, and conducting research. Challenges include different organizational cultures between partners and a lack of teaching infrastructure in aged care. Overall, evaluations found TRACS improved student understanding of aged care and attitudes towards working in the field.
Transformation and distance education todayTony Mays
Part 1 of a 2-part presentation and workshop on Curriculum transformation: taking time to design presented at the first North West University Teaching and Learning Festival, May 2018
Presentation Slides from ISSOTL 2015.
Bronnimann, J., West, D., Heath, D. & Huijser, H. (2015) Leveraging learning analytics for future pedagogies and scholarship. Paper presented at Leading learning and the scholarship of change: 12th annual ISSOTL conference, Melbourne, Australia.
This document provides information about various sources of funding for pedagogic research. It discusses the Research Professional website which allows users to search for funding opportunities and set up email alerts. An upcoming event on finding research funding is announced. Several organizations that provide grants for higher education research are outlined, including the Society for Research into Higher Education, the Leadership Foundation for Higher Education, the British Academy/Leverhulme Trust, and HEFCE. Case studies of funded projects are provided.
Presentation by Professor Simon Haslett at the Aegean Omiros College, Athens, Greece, on Thursday 19th May 2011. Simon Haslett is Professor of Physical Geography and Dean of the School of STEM at the University of Wales.
SoLT and PedR: spicing up learning and teaching in Higher Education.NewportCELT
Presentation by Professor Simon Haslett to the Partnership Conference 'Transition and Progression through Further Education into Higher Education' at the University of Wales, Newport, on Tuesday 27th April 2010. Professor Haslett is Director of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport.
Working with international students as co-researchers: towards an inclusive e...Simon Haslett
Presentation by Julie Wintrup and Kelly Wakefield (University of Southampton) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Enhancing quality through research-informed teaching: role of the Newport CELTNewportCELT
Presentation by Professor Simon Haslett, Director of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport, to the joint Quality Assurance Agency (QAA) and Higher Education Academy (HEA) Conference "Quality Assurance and Enhancement in Wales - a Changing Picture?" at the Metropole Hotel, Llandrindod Wells on Friday 23rd October 2009.
1. The Higher Education Academy was formed through the merging of several organizations related to higher education, including the Learning and Teaching Support Network.
2. The Academy aims to enhance the student experience in higher education by identifying and sharing best practices in learning and teaching.
3. The Health Sciences and Practice Subject Centre works within the Academy to promote good practices in healthcare education through enhancing quality and sharing resources.
Dr Craig McInnis: Enhancing the Training of Mathematics and Science TeachersACDSTLCentre
This document discusses a program called the Enhancing the Training of Mathematics and Science Teachers (ETMST) program that received $18.9 million between 2013-2016 to improve pre-service teacher training for mathematics and science teachers. It outlines five projects that were awarded grants totaling over $12 million to develop new approaches to pre-service teacher education programs. An evaluation team will assess the extent to which the projects and overall program achieve their objectives of enhancing teacher training and improving the quality of mathematics and science teachers.
VC's visit to Global Studies, 9 May 2014SussexGlobal
Engaged research that addresses global issues through interdisciplinary perspectives. The School has successful partnerships and research income but needs help with big data, arts, and developing ideas without rushing proposals. International doctoral research covers diverse topics with multiple funders. The School aims to strengthen research capacity through improved procedures and fundraising.
Creating an outstanding learning environment for students through philosophy, ethics, skills and employment preparation. The School fosters student engagement and feedback to enhance teaching. Challenges include improving outdated facilities.
Expanding successful international partnerships in areas like Asia, migration and development through research themes, collaborations and support. Communicating research influences policy and public understanding. Long-term sustainability requires securing funding platforms.
Enhancing Scholarship in college Higher EducationSEDA
Association of Colleges. 2018. College Key Facts. [online] Available at: Association of Colleges. 2018. College Key Facts, 2017/18. [online] Available at: https://www.aoc.co.uk/sites/default/files/Key%20Facts%202017-18_1.pdf
Boyer, E. 1990. Scholarship Reconsidered: Priorities of the Professoriate. New York: The Carnegie Foundation for the Advancement of Teaching
Lawrence, J. and Hall, G. In Press. Understanding the provision and perceived value of the academic and professional development practices of HE teachers in College Higher Education (CHE) in Research in Post Compulsory Education
QAA. 2013. Guidance on scholarship and the pedagogical effectiveness of staff: Expectations for Foundation Degree-awarding powers and for taught degree-awarding powers. [online] Available at: https://www.qaa.ac.uk/docs/qaa/guidance/guidance-on-scholarship-and-pedagogical-effectiveness-jan-13.pdf?sfvrsn=e554f781_6
UCU. 2013. Scholarly activity in HE in FE – towards a better practice model. London: UCU
The document provides information about the Education Excellence Programme at the university. It discusses creating a welcoming and inclusive learning environment for students (paragraph 1). It then explains that the programme takes a holistic approach to improving the educational experience by developing a strong community of students and staff (paragraph 2). Finally, it outlines some of the headline projects for 2018/19, which include initiatives focused on assessment & feedback, inclusivity, learning communities, student voice, retention & progression, and skills & employability (paragraph 3).
Exploiting Capture Technology for Other PurposesChris Willmott
This document discusses the use of lecture capture technology beyond simply recording lectures. It notes that 75% of UK higher education institutions now have lecture capture systems. The document outlines several potential alternative uses of capture technology, including for flipped classroom approaches, pre-recorded demonstrations, and recording fieldwork. It then describes a project investigating how one university is using capture technology for these other purposes. The project involves interviews with academics and a review of module surveys. Preliminary findings suggest pockets of excellent practice exist, but more guidance is needed for staff on the full capabilities of capture technology and how to implement alternative approaches.
Learning Analytics and the Scholarship of Teaching and Learning - an obvious ...Blackboard APAC
The scholarship of teaching and learning (SoTL) essentially advocates for a research approach to be applied to the improvement of learning and teaching. It encourages teachers to reflect in a scholarly way on their teaching practice and at the more advanced level to undertake research on teaching practice and curriculum. Learning analytics has the potential to provide data on elements of the teaching process which have to date been difficult to measure particularly for the broader cohort of teachers.
This presentation will draw attention to the connection between SoTL and learning analytics and prompt participants to think about how learning analytics can be used in a wider context to contribute to changes in teaching design and practice.
Meeting the Needs of Digital Learners: Learner Support Patterns and StrategiesGreig Krull
The document discusses research on meeting the needs of digital learners through learner support patterns and strategies. A study was conducted of students at two distance universities to determine their academic and technological support needs when using multiple devices for learning. The results showed that students most commonly use smartphones and laptops and access an average of three devices. However, most education does not currently take into account students' use of different devices. The document recommends universities rethink their teaching and support to better address students' diverse technology use.
How can you use learning analytics in your own research and practice: an intr...Bart Rienties
While many “brick-and-mortar” universities had to rapidly shift online provision during the pandemic, a range of online and distance learning universities have been teaching in blended and online formats for years. Obviously with every single click potentially interesting data might become available about how and perhaps why learners are engaging with learning materials and activities. A blossoming field of learning analytics has emerged since 2011 trying to make sense of these increased data flows. The Open University UK (OU) has been trailblazing innovative learning across the globe for 50 years. Since 2014 the OU has gradually moved from small-scale experimentation to large-scale adoption of learning analytics throughout all 400+ modules and qualifications available within the OU for its 170.000+ online learners.
This keynote will explore how you as researcher, practitioner, and/or policy maker could start to use learning analytics to better understand your educational practice. Using examples from small-scale experiments and large-scale adoptions of predictive learning analytics I will explore together with EDEN RW participants which approaches and methods in learning analytics might be useful to consider. No prior knowledge or experience of learning analytics is expected, and join me on a journey of how you could potentially use data from your learners and teachers to further improve and finetune your blended and online provision.
Dr. Bart Rienties is Professor of Learning Analytics and programme lead of the learning analytics and learning design research programme at the Institute of Educational Technology at the Open University UK. He leads a group of academics who provide university-wide learning analytics and learning design solutions and conduct evidence-based research of how students and professionals learn. His primary research interests are focussed on Learning Analytics, Professional Development, and the role of motivation in learning. Furthermore, Bart is interested in broader internationalisation aspects of higher education. He has successfully led a range of institutional/national/European projects, and has received a range of awards for his educational innovation projects. He has published over 285 academic outputs, and is the 2nd most published author on Networks in Education in period 1969-2020 (Saqr et al. 2022), the 3rd most cited author on higher education internationalisation in Asia in the period 2013-2018 (Can & Hou, 2021), the 4th most cited author and contributor in Learning Analytics in the period 2011-2018 (Adeniji, 2019), the 5th most published author on internationalisation in the period 1900-2018 (Jing et al. 2020) and the 7th most published author on social network analysis in social sciences in the period 1999-2018 (Su et al. 2020), and the 14th most published author on educational technology in the period 2015-2018 (West & Bodily, 2020).
A Claim For The Case Method In The Teaching Of GeographyJim Webb
This article discusses the case method approach to teaching geography. It argues that the case method promotes interactive learning by shifting the focus from teacher-centered lectures to student-centered discussions. The author outlines how the case method works, provides examples of geography cases that have been developed, and evaluates how the case method could improve geographic education. The case method encourages students to actively engage with real-world examples and problems in order to develop skills like analysis, problem-solving, and decision making.
STEM (Science, Technology, Engineering and Math) education and activities, early in a student's life, makes a significant difference in careers and college education. Please take 30 seconds and urge Congress to focus on STEM in the update and reauthorization of the ESEA (No Child Left Behind) Education Act, by clicking here: http://www.congressweb.com/stemedcoalition/24
The Southampton Mathematics, Science and Health Education (MSHE) Research Centre is committed to building on its reputation for research in STEM subjects through expanding interdisciplinary collaboration, facilitating student training, and designing curriculum resources while evaluating teachers' professional development and students' conceptual understanding in mathematics, science, and health education. The Centre hosts numerous projects exploring topics like empowering students' health choices through science, revitalizing mathematics textbooks, and using digital technologies for teaching and learning.
This document provides an agenda and session descriptions for a learning and teaching conference focused on enhancing and embedding education for sustainable development at the University of Chichester. The conference will include keynote speakers on integrating sustainability into higher education and industry perspectives. Sessions will address establishing baselines for ESD engagement, getting sustainability into degree programs, and workshops on incorporating sustainability into curricula. The goal is to highlight best practices for including education for sustainable development at the university.
Glen Gilchrist provides a document discussing practical science. Some key points:
- Practical science occupies little of a scientist's time, with most spent on writing, data analysis, and research applications.
- Teachers see practical work as engaging students and teaching skills, but it has little impact on understanding concepts or attainment.
- Evidence suggests demonstrations may be better than student-led practicals for teaching concepts, and that too much practical time reduces standards.
- Practical work motivates younger students but effect lessens in later schooling and does not recruit students to further science.
- Stations are proposed to explore practical experiments on topics like chocolate chips, copper coins, pendulums, and body correlations
This document summarizes the Teaching and Research Aged Care Services (TRACS) program in Australia. TRACS provides funding for 16 partnerships between aged care providers and education institutions. The goals are to increase the aged care workforce, improve quality of care, and change perceptions of aged care. Key aspects of the TRACS model include clinical placements for students, workforce education, and conducting research. Challenges include different organizational cultures between partners and a lack of teaching infrastructure in aged care. Overall, evaluations found TRACS improved student understanding of aged care and attitudes towards working in the field.
Transformation and distance education todayTony Mays
Part 1 of a 2-part presentation and workshop on Curriculum transformation: taking time to design presented at the first North West University Teaching and Learning Festival, May 2018
Presentation Slides from ISSOTL 2015.
Bronnimann, J., West, D., Heath, D. & Huijser, H. (2015) Leveraging learning analytics for future pedagogies and scholarship. Paper presented at Leading learning and the scholarship of change: 12th annual ISSOTL conference, Melbourne, Australia.
Assessing Faculty Perspectives on Rewards and Incentives for Community-Engage...Talloires Network
This document summarizes a presentation on a study assessing faculty perspectives on rewards and incentives for community-engaged teaching, research, and scholarship from a multi-national exploratory study. The study involved a survey of 38 faculty members from 14 universities in 11 countries. Key findings included that engaged faculty agreed they are seen as innovators but disagreed they are often relegated to marginalized roles. Statistical tests found some potential relationships between demographic factors and perceptions of rewards, such as full-time faculty being more likely to say the greatest authority for determining rewards is their work type. Next steps discussed expanding the study with additional surveys and case studies.
This document provides an introduction to the book "Researching International Pedagogies" which explores innovative teaching and learning methods, frameworks, and pedagogies for international contexts in higher education. The introduction defines international pedagogies and discusses four themes covered in the book: 1) curriculum innovation, 2) teaching and learning experiences, 3) language as a medium for cultural exchange, and 4) uses of technology to support international pedagogies. It aims to further a critical debate on internationalization and its impact on learning, teaching, institutions, and global society through research-based chapters presenting diverse perspectives on international education.
Getting the most out of turnitin: support for your academic integrity policiesSharon Flynn
The document discusses supporting academic integrity policies through the use of Turnitin. It describes the presenter's experience with Turnitin as an academic integrity advisor, including establishing Turnitin at her university and revising their academic integrity policy. It also covers lessons learned, such as taking a holistic approach and viewing plagiarism as a teaching issue. Tips are provided on using Turnitin for large classes and the importance of training academics on interpretation. Challenges discussed include contract cheating and ensuring integrity in different cultural contexts.
International students and libraries, maximising potentialnmjb
This document discusses international students and libraries. It provides statistics on the rising numbers of international students globally and in countries like the UK. The top source countries for international students in the UK are China, India, USA, Nigeria and Malaysia. Most international students study at the undergraduate level. The top subject areas and universities attracting international students are also outlined. The document also examines libraries' approaches to serving international students, finding that few have specific staff or web pages for international students. It provides recommendations for libraries to better manage expectations, provide staff training, adapt resources and information literacy instruction, and enhance communication and strategies to serve international students.
Introduction to the joint JISC CETIS and Making Assessment Count project event on 2 February 2011. Background information and further reading on the topic of assessment feedback.
Future Earth SSCP KAN Development Team Meeting on October 5, 2016FutureEarthAsiaCentre
This document summarizes the meeting of the development team for the Future Earth KAN on Systems of Sustainable Consumption and Production. The meeting agenda included discussing the group's current status and funding proposals, upcoming conferences related to sustainable consumption and production, focal themes and working groups, and a coordinating committee. Key issues discussed were how to position this initiative in relation to similar programs, lessons learned from past efforts in linking knowledge to action, leveraging the group's association with Future Earth, and governance structures.
Similar to ARLG 2019: Gardner integrated learner support (20)
This document summarizes a presentation about supporting open infrastructure for research workflows. It discusses the importance of open infrastructure in enabling collaboration, preventing vendor lock-in, and supporting community-based development. It also addresses challenges in balancing different goals and uncertainties when making choices to support more open tools and platforms. Key considerations include required levels of openness, funding models, decision processes, and assessing options for replacement or parallel alternatives to current proprietary offerings.
The document discusses a pilot program conducted by the University of Cumbria to provide information literacy support to students through webinars. Some key points:
- The university has 8500 undergraduate and 2100 postgraduate students, with 341 students in a School Direct program in 2018-19.
- A pilot webinar program received positive feedback from students who welcomed follow-up materials. Academic staff were also supportive.
- Next steps include offering regular webinars on more topics and making them available to all students. Considerations for improving the program are also discussed.
The document summarizes a project to embed information literacy instruction into first year higher education courses at Bury College and the University of Liverpool. Librarians developed bespoke information literacy sessions for each subject area and worked closely with lecturers. Student feedback was positive, with 100% saying the sessions should continue and 93% reporting improved attitudes towards librarians and library use. The success of the project led to further funding and information literacy is now incorporated into the library's yearly plans.
This document summarizes a workshop on developing a critical voice in one's work. The workshop outlined finding critique as a process that informs social and ethical actions beyond technical work. It discussed locating hope in spaces of struggle and developing a transformative practice through language. The workshop involved reflective questioning about opportunities to change practices and systems, and how to support each other's learning.
The Open University's Live Engagement Team teaches information literacy skills to students through a variety of approaches. They created subject showcase videos featuring librarians introducing resources for different subjects. While cost-efficient to produce, the showcases required significant staff time and the project was put on hold due to delays. The team also piloted early morning and late evening training sessions based on student personas and feedback. Evening sessions had good attendance and were added to the schedule, while early sessions had low turnout and were suspended. Student feedback on expanding session times was positive. Both interventions aimed to increase information literacy and student satisfaction at low cost, but evaluating effectiveness ongoing is important.
The document discusses continuous improvement efforts at Leeds Beckett University Library to improve their Alternative Formats Service. It describes how they used process mapping, root cause analysis, and other tools to analyze their workflow and identify areas for improvement. They found issues like single points of failure, duplication of work, and inconsistent delivery that impacted students. Based on their analysis, changes were implemented for 2019-20 that students reported made a significant positive impact and improved their experience accessing materials.
The document discusses reimagining online guides for a new virtual learning environment (VLE) called Canvas. It details working with academics from the American Studies department to create modular online research guides for their students. Usage of the guides increased significantly from 2018-2019. Feedback from both students and staff was positive, praising the guides as extremely useful resources, though noting they could be harder to find. Next steps and final thoughts are mentioned, but not described in detail.
The document discusses Jisc's Open Research Repository which aims to deliver a compelling user experience for managing, preserving and sharing institutional digital research data through a single interoperable system. The Open Research Hub provides a repository, reporting, preservation, and integrations functionality. It aims to add value and impact through uptake, efficient use, and effective use of research data. A test instance of the Open Research Hub can be found online.
1. The University Library at Newcastle developed online Skills Guides to provide consistent and accessible information literacy instruction. These guides cover key topics like finding, evaluating, and managing information.
2. Interactive online tools were also created, including a Search Strategy Planner to help students plan literature searches and a Dissertation Planner to guide research projects.
3. An online course for a faculty research program used a variety of media like videos and quizzes. Assessment showed improved student satisfaction and engagement with the blended learning approach.
The document discusses the role of the scholarly communications librarian and whether it is a sustainable profession. It describes scholarly communication as academics sharing their research findings. Scholarly communications librarians help with research processes, data management, publishing, and more. They need skills like copyright knowledge, communication skills, and relationship building. The document outlines training for scholarly communications competencies and stresses the need to promote the adaptability and skills of scholarly communications librarians to ensure their role remains relevant.
The librarian surveyed students about their understanding and use of journal articles, finding that students struggled with academic reading. She then held informal discussions with faculty staff to learn their expectations of student journal use and how they supported students. She found students had difficulty applying information and faculty provided guidance, but did not require journals specifically. This informed new library sessions and highlighted areas needing targeted support. The discussions strengthened relationships and allowed the library to better align services.
This document summarizes Sheila MacNeill's presentation on a critical, collective, community-based approach to enhancing digital development in higher education. Some key points:
1) Universities must articulate their purpose for the current digital age and decide how to achieve it. Information literacy should be understood as situated practice within a given context.
2) An enriched view of digital capabilities includes the informational dimension of technology and expanding librarian and educator practices. A holistic approach beyond basic tech skills considers agency, personhood, and critical thinking.
3) Academic development and open education should be at the heart of organizational development to support critically engaged staff and digital transformation through collaboration between roles.
This document discusses going with the flow in a digital perspective. It provides links to resources on emerging technologies, future trends, the student experience, innovations in learning and teaching, and open science. It discusses building digital capabilities like curiosity, creativity, collaboration, and capability. The document encourages developing one's digital practice following the conference and provides contact information.
The document discusses using Articulate 360 to create multi-purpose exercises and quizzes for e-learning. It describes creating 5 referencing exercises, an information evaluation exercise matching statements to information types, and potential future uses for academic staff, literature searching and critical thinking. The exercises can be embedded in tutorials, used in lectures, or be standalone.
More from CILIP ARLG Academic and Research Libraries Group (20)
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
6. Level 4 sessions
Finding the
good stuff
(60mins)
• An introduction to finding and
evaluating academic material.
Introducing NELSON, reading lists,
keyword and context searching,
situated with the modern
information climate.
Ethical use
of
information
(30mins)
• How to use and refer to sources in
an ethical manner (e.g. referencing)
Introduce self
Overview of presentation
To give an overview of UoN’s new ILS model
Give some honest feedback about what has/hasn’t worked during this pilot year and what we’ll do different in 19/20
Discuss tactics used to increase capacity within the team, to enable an increase to our teaching loads
New £330 million Waterside campus opened to students to students in Aug 18
Library relocated to “Learning Hub”, shared building with a Learning Commons ethos.
Teaching, learning spaces, academic offices, professional services & library resources all in one building, no designated “library space”, managed by committee. Designed to be flexible and adaptable
At the same time a new teaching & learning strategy “Active Blended Learning” has been implemented University wide
No lecture theatres, greater reliance on technology
Programmes completely redesigned e.g. pre-activity, face to face session (small group, active in some way e.g. team based learning), post session activity to consolidate. Not necessarily a reduction in face to face, but active, small group, higher quality interaction.
Other initiatives introduced e.g. hot desking, agile working, paperless.
However, we do have a problem with
Progression
Retention
Declining year on year continuation
Vulnerable students with increasingly complex needs, engagement with professional services in some areas low
Variations in the quality and consistency of the Personal Academic Tutor support:
Institute of Learning & Teaching decided to introduce a new model to help tackle this.
Integrated Learner Support – an overview
The team around the student, supports our strategic mission to be super supportive and to enhance student success.
Four parts as explained in diagram.
Previously all had happened, but not in a joined up way. Disparity, working in silos, inconsistency with student experience and gaps where we could lose students.
What does this mean on the ground?
Additional contact time at level 4 this is an additional 42 hours
(4 hours group tutorials, 20 hours co-working (PT), 12 hours assignment preparation (module team), 1:1 PT support plus 6 hour embedded academic, employability, digital skills support)
22 hours per year at level 5 and 6
Aims are:
Student continuation at Level 4 To reduce our withdrawal rates to 7% in Year 1 / increase our continuation rates to 93%
Progression to level 5 To increase our rate of progression from Level 4 to Level 5 to 83%
Specifically what it meant for ALs
Programme Focussed Professional Services Support is 6 hours mandatory contact time at each level from the three teams involved.
From an AL perspective this is 1.5 hour at Level 4, 2 hours at Level 5 and 1 hour Level 6
Means we will see every UG student on each year of their programme
Political will to enforce, coming from ILT & supported by UMT, compliance compulsory.
Delivery had to fit the ABL teaching model.
These sessions will be co-delivered with Personal Tutor support at Level 4 to support transition and continuation. These sessions will deliver an entitlement curriculum appropriate to the academic level that is versioned to achieve a subject/programme-specific focus An appropriate curriculum for Levels 5 and 6 will be developed in readiness for the roll-out of ILS in 2019-2020 and beyond.
PTs work alongside the Programme Leader and Learning Development, Academic Librarians and Learning Technology teams to embed academic and digital skills into the subject-specific curriculum staged according to academic level, thereby facilitating students’ academic progress. These activities may include: helping students develop their study skills, helping students understand feedback on assessed work and helping students create action plans for improving their academic performance, including supporting transition to the next academic level. PTs also provide personalised 1:1 support as appropriate through scheduled sessions or drop-ins. PTs refer their tutees to the University’s Student Support Team, for advice and support in relation to complex progression issues as well as navigating policies, such a mitigating circumstances, study breaks and re-starts. See PAT resources on the ILT website and also the new Learner Support, Personal Tutor and Welcome Week shared resource area on Tundra.
Went through a course design process with the other two teams to look at distribution over three years.
Standard learning objectives across all programmes, but designed to be interpreted in a context relevant to the programme.
6 LOs from the 3 team ours
gather, assimilate and critically evaluate information from a range of sources, spheres and media.
evaluate appropriate legal and ethical frameworks surrounding information and make judgements about their selection and application.
Outlines for the two sessions
Timetabling – new campus and concerns about capacity in terms of timetabling. Therefore in this first year the first session for all three teams was scheduled during Tue-Fri of WW.
Issues in terms of no longer “fully embedded”, it was not timely as timetabling meant it came earlier than subject sessions for some teams.
We’re a team of 5, it was physically impossible for us to cover between us as often 5+ sessions happening concurrently. Had to rope in others from the department who had previously been librarians or with recent teaching experience from other roles.
No longer embedded and tailored. Instead focussed on the transition to HE, audit of current skills, real-life application e.g. fake news, images, how this relates to HE & intro to some of the tools they’ll need. Activity based, generate discussion, generally well received with feedback centrally collated indicating that students found sessions useful.
This first session was part of a three hour block with the other team – too much, not timed right & consequently too generic.
The second session around the ethical use of information allowed us to redress some of these problems – scheduled more appropriately & more capacity to adapt for the specific subject. Although half hour was mandatory, in reality most programmes gave us an hour.
Smaller groups = more repeat sessions (but a better student experience)
Consistent for all level 4 students, every programme seen (though attendance poor in some of the initial sessions) – this was 132 session and 2208 students during this week
Co-delivery of 1st session with the PT in the room helpful in a) building relationships, b) academic colleagues knowing what we offer c) giving our support credence by association. Also good for developing relationships with LD & CM. Students at least knew who we were.
Consequently all but 4 programmes scheduled us for the 2nd session. Deans & UMT have been positive in ensuring compliance, but surprisingly some subject areas where it’s been historically hard for us to get in the door have been very receptive, recognised the values and subsequently brought us in to see levels 5-6/and or PG.
Four programmes that haven’t engaged with 2nd session all from the same Faculty, has been reported back. Won’t name & shame, but it wasn’t a surprise who they were!
No of workshop compared to 17/18: 444 workshops compared with 257 last year (extra 187) [across all levels] Increase of 73%
No of hours 429 hours compared with 241.5 (extra 187.5 hours) Increase of 78%
No of students 7,139 compared with 4934 (extra 2205) Increase of 44.5%
There was an interim review with survey on WW published in March. Mix of qual & quant
Survey reviewed all WW sessions incl. ours – well received by students (scored in the middle), though they confirmed what we also though about length of sessions & scheduling. Academic staff feedback indicated they felt there was too much scheduled, not enough autonomy which we agreed with too.
ILT currently reviewing ILS (focus groups, surveys both staff and students)
Will take a full cycle to see if a real impact.
Monthly community of practice – mix of PTs and associated professional services staff.
Small team – 4 faculty librarians plus me as manager
Increase not only in delivery of workshops but planning and liaising associated with this. Increased demand for support at other levels plus a greater awareness of other services we support e.g. Aspire, quality events etc. Compounded with a huge move & large amount of change e.g. learning new teaching room software, network issues etc.
Immediate concern was the capacity and workloads of the team
What can we stop doing? Who can help?
Extra support from within the department & redesigning workflows
Service Development supervisor – manages our generic inbox, offering tutorials on referencing, plus most drop-ins but also other admin tasks e.g. updating web content, collating stats, contacting new academics etc.
Coincided with a restructure to our resources department & redesign of some roles – which was needed to redress the change in print v electronic resources.
Reading list team created who deal with the day to day ordering of books, purchasing formulas, aspire reviews for auto-purchasing newly added items, basic admin of lists & supporting tutors.
Move from subject budgets to faculty budgets, resources manager does the day liaison with reps and suppliers & finance
AL still makes decision, but presented with info, negotiated price, usage stats etc. – cuts out the administration. Once decision made resources will do waivers, implementation etc. A lot of work in the redesign of workflows to streamline all processes
Disparity in the size of faculties in terms of students numbers & the range of subjects e.g. Health huge in both, FBL large numbers, FAST large cognate load.
Doesn’t include EWO which is 4,970 (actually 31%) of student body
EWO 4970
FHS 3338
FBL 2953
FAST 2105
EH 1432
JH 787
15,602 in total, 10,500 on campus
Additional interventions to manage this.
Keeping workloads even
Timetable for tutorials, 15 hours of contact during autumn, reduced to 10 in Spring/Summer (roughly)
Automated booking system – cutting down on admin, better for students
Opening up so that any member of the team will see any student
Greater flexibility with who deliver sessions
Asking for 2 weeks notice when booking a session to allow time for preparation & to ensure a more equal allocation of work
Preparation key - regular planning workshops as a team, sharing of our resources, central storage, “menu” that we offer academics, making the most of the summer so we’re ready to roll out in the Autumn
Working with LD – helping with liaison, more cohesive sessions,
Moved to a weekly team meeting, rather than fortnightly. Might seem counter intuitive, but more regular meetings help with team building & resolving problems quickly.
Giving up office beneficial – can see where pressure points are, reallocate work where necessary, pick up quick queries (less email), make sure they’re taking breaks
Not as easy as it looks on paper, some resistance initially on “giving up” students, confidence on supporting other subject areas – quickly realised it’s not as bad as we’d feared. Open outlook diaries so I can ensure they’re not getting overloaded & can suggest where reallocation might be beneficial.
Some concerns about the dilution of our role, feeling less connected to collections (however feedback from SSLCs/NSS etc. seems to suggest that actually we’re getting the collections right)
Fully integrated, academic year has been stretched by two weeks to allow tutor so support can be delivered at point of need. Stops it bottle necking into one week e.g. WW or a “reading week”, spreads load over a longer period, tutors don’t feel they are losing their contact time & it is a genuine 6 hours of additional contact time.
More flexibility with the delivery of the LOs, can be tailored more for subjects/assignments but preparing a range of activities than can be used in a “pick & mix type way”.
Continued collaboration with LD, approaching programmes together. More holistic & can piggy back on each others relationships.
Obviously going to be a further increase in number of workshop delivered as rolling out to level 5 (though we are already seeing a lot programmes already at L5 & L6 – this just makes it mandatory) – have tried forecasting based on this year