Muller et al. (2007) suggest that video used in learning physics too often just presents just the correct explanations and there is no way of telling if the learner has internalised this correct view or has maintained any pre-existing misunderstanding. Their research suggests that people learn physics better from video explanations when first they are presented with incorrect understandings of the phenomena. Can this approach work in the social sciences?
I chose the area of social research methods and in particular depth interviews and survey sampling to test out these ideas. In the interview case, the viewer is presented with a poorly undertaken interview and is asked to find the faults, helped by an outline of good practice and a (later) commentary on the interview. Then an interview exemplifying good practice with commentary follows. In the sampling case, both incorrect explanations by teachers and students’ own attempts at explaining key ideas in sampling are presented first before a model-based explanation of the correct principles is given.
Early evaluation of the interview video suggests that the poor example enables them better to understand the advantages of the examples of good practice in the following interview.
Ref.
D.A. Muller, J. Bewes, M.D. Sharma, & P. Reimann (2007) “Saying the wrong thing: Improving learning with multimedia by including misconceptions’ Journal of Computer Assisted Learning, 24 pp. 144-155
Presentation given at the HEA Social Sciences Conference 2014, The Studio, Birmingham, UK, 21-22 May 2014
Muller et al. (2007) suggest that video used in learning physics too often just presents just the correct explanations and there is no way of telling if the learner has internalised this correct view or has maintained any pre-existing misunderstanding. Their research suggests that people learn physics better from video explanations when first they are presented with incorrect understandings of the phenomena. Can this approach work in the social sciences?
I chose the area of social research methods and in particular depth interviews and survey sampling to test out these ideas. In the interview case, the viewer is presented with a poorly undertaken interview and is asked to find the faults, helped by an outline of good practice and a (later) commentary on the interview. Then an interview exemplifying good practice with commentary follows. In the sampling case, both incorrect explanations by teachers and students’ own attempts at explaining key ideas in sampling are presented first before a model-based explanation of the correct principles is given.
Early evaluation of the interview video suggests that the poor example enables them better to understand the advantages of the examples of good practice in the following interview.
Ref.
D.A. Muller, J. Bewes, M.D. Sharma, & P. Reimann (2007) “Saying the wrong thing: Improving learning with multimedia by including misconceptions’ Journal of Computer Assisted Learning, 24 pp. 144-155
Presentation given at the HEA Social Sciences Conference 2014, The Studio, Birmingham, UK, 21-22 May 2014
iTunes U and Me: SPIDER SCORE Project Reporttbirdcymru
This presentation was delivered at the Open University, Milton Keynes, UK, on 24 November, 2011, as a final report of my SCORE project entitled SPIDER. It covers everything I learned which I could jam into 30 minutes!
iTunesu Youtube and other online collectionstbirdcymru
I delivered this presentation on 2nd December 2011 for the Colleges - University of Leicester Network CPD session at the Media Zoo, University of Leicester
Terese Bird The Impact on Learning of iTunes U OERLORO
Slides of the morning presentation by Terese Bird for the event : "Does it make a difference? The impact of repositories and OERs on teaching and learning", March 2011
The impact on learning of iTunes U Open Educational Resourcestbirdcymru
Presentation delivered at the Languages Open Resources Online Event "Does it make a difference? Reseraching adn evaluating the impact of repositories and OERs on teaching and learning", 23 March, 2011, at the Open University, Milton Keynes, UK
I presented this poster at OER13 conference, Nottingham, 26-27 March 2013. It shows the main findings of my project iTunes U Reach, funded by the HEA and JISC.
Evaluating and Downloading Audio and Video (Guy Mullins) Alt^I ASUThe 4C Initiative
A presentation on evaluating and downloading audio and video for education given by Guy Mullins of the Alt^I Research Institute of Arizona State University for the 4C initiative.
Star Trek or Minority Report: Assessment and feedback demands, trends, and fu...tbirdcymru
What works for Higher Education assessment, and what do we wish we could have in Higher Education assessment Terese Bird keynote at Assessment on Tour London 2019.
iTunes U and Me: SPIDER SCORE Project Reporttbirdcymru
This presentation was delivered at the Open University, Milton Keynes, UK, on 24 November, 2011, as a final report of my SCORE project entitled SPIDER. It covers everything I learned which I could jam into 30 minutes!
iTunesu Youtube and other online collectionstbirdcymru
I delivered this presentation on 2nd December 2011 for the Colleges - University of Leicester Network CPD session at the Media Zoo, University of Leicester
Terese Bird The Impact on Learning of iTunes U OERLORO
Slides of the morning presentation by Terese Bird for the event : "Does it make a difference? The impact of repositories and OERs on teaching and learning", March 2011
The impact on learning of iTunes U Open Educational Resourcestbirdcymru
Presentation delivered at the Languages Open Resources Online Event "Does it make a difference? Reseraching adn evaluating the impact of repositories and OERs on teaching and learning", 23 March, 2011, at the Open University, Milton Keynes, UK
I presented this poster at OER13 conference, Nottingham, 26-27 March 2013. It shows the main findings of my project iTunes U Reach, funded by the HEA and JISC.
Evaluating and Downloading Audio and Video (Guy Mullins) Alt^I ASUThe 4C Initiative
A presentation on evaluating and downloading audio and video for education given by Guy Mullins of the Alt^I Research Institute of Arizona State University for the 4C initiative.
Star Trek or Minority Report: Assessment and feedback demands, trends, and fu...tbirdcymru
What works for Higher Education assessment, and what do we wish we could have in Higher Education assessment Terese Bird keynote at Assessment on Tour London 2019.
3D Printing for Engaging Post-Digital Learningtbirdcymru
With Thanin Ong, Dr Steve Jacques, Dr Vrushant Lakhlani, Dr Vikas Shah. Leicester Medical School and School of Psychology have been working with 3D Printing for undergraduate learning and share inital findings on feasibility, cost, and benefits.
The 7 Cs of Learning Design - presented at the Fourth International Conference of E-Learning and Distance Learning - Riyadh, Saudi Arabia - February - March 2015
Mobile LMS and Pedagogical Uses for Social Mediatbirdcymru
Possibilities for mobile learning systems including Blackboard and iTunesU - presented at the Fourth International Conference of E-Learning and Distance Learning, Riyadh, Saudi Arabia, Feb-Mar 2015
Googling is core and the textbook is extra: information-seeking behaviour and...tbirdcymru
How do students who have never known a world without the internet search for and construct knowledge in the digital age? How do they decide what are trusted sources, and what are their learning and digital literacy strategies? Terese Bird and Sarah Whittaker researched these and other questions in this project conducted among Leicester Medical School students in 2016-2017.
An Evaluation of Medical Students' Responses to Structured Exam Feedback from...tbirdcymru
Presentation given at the Association for the Study of Medical Education Scientific Meeting in July 2016 in Belfast. This presentation summarises findings from my masters dissertation done for MA in International Education at University of Leicester.
Sina Weibo and other social media for academic networkingtbirdcymru
I shared this presentation at a seminar for scholars from Nantong University, which took place at University of Leicester 20 August 2015. It was a great opportunity to consider using tools which are often associated only with trivial and personal use, for use in educational networking and professional profiling.
Presentation shared with Colleges-University of Leicester Network Conference 16 June 2015. A look at Bring Your Own Device initiatives in comparison with institutionally-purchased-device initiatives, for mobile learning.
Building and maintaining your digital research profiletbirdcymru
Workshop shared with colleagues at School of Education Summer School, 27 June 2015. A digital research profile is what a researcher wants to share about herself and her work online, including some work which may be created online, and research which may be conducted online.
At the intersection of open practice and institutional collaboration: eMundus...tbirdcymru
This presentation was shared at the OER15 Conference in Cardiff. It showcases the work of eMundus Project, an EU-funded project promoting open practice and institutional collaboration.
Building a Digital Platform - iPads in Undergraduate Medicinetbirdcymru
This presentation was given at the Apple Medical Leadership Event in February 2015 in Edinburgh, UK, on behalf of the University of Leicester Department of Social Care and Medical Education
Credit and Collaboration in MOOCs: Where are we now?tbirdcymru
This presentation was presented in a webinar for Open Education Week 10 March 2015, on behalf of the work of eMundus EU Project, which promotes and researches collaborative work in open educational practice.
The challenges and possibilities of using social media for educational purposestbirdcymru
This workshop was presented by Alison Fox and Terese Bird of University of Leicester, at the Inspiring Leaders conference, at the National Teaching College Training Center, Nottingham, UK, 16 October 2014.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
29. Thank you http://www.le.ac.uk/spider Bean, M. (Open U. (2011). Martin Bean Presentation on Open University’s iTunes U Channel . London. Masterman, L., Wild, J., & White, D. (2011). JISC Open Educational Resources Programme : Phase 2 OER IMPACT STUDY : RESEARCH REPORT Report authors : Research team : University Computing , (1).
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