These are the slides from a blogging workshop run by my colleague Marion Waite (Senior Lecturer and Brookes Teaching Fellow) and me, for the Oxford Brookes University Faculty for Health and Life Sciences Research Conference, 25 June 2013.
This is my talk for the Educause Evolving Technologies Session "Bleeding, Leading, or Not Competing? The Trends in and Challenges of Evolving Technologies" #SESS083
This is my talk for the Educause Evolving Technologies Session "Bleeding, Leading, or Not Competing? The Trends in and Challenges of Evolving Technologies" #SESS083
Research dissemination within and beyond the curriculumSimon Haslett
Author: Dr Helen Walkington, Oxford Brookes University.
Keynote Presentation at the Research - Teaching in Wales 2011 Conference, 13th - 14th September, Gregynog Hall, Newtown (Powys)
The future of learning project-based teaching and assessment supported throug...Moodlerooms
Content-based curricula which require students to have facts at the tip of the tongue has had its day. Multiplication tables, historical dates, scientific formulae and so on are all important, but they are never further than a search engine away. More important is the application of facts in real world scenarios. Their application gives them context, makes them useful to the learner and makes the concepts transferable. The challenge for education is to move from content-based to practice-based curricula. Technology will be an enabler in this process delivering content and the communication medium for students to participate in disciplinary learning projects.
This presentation was part of a week long series promoting Universal Design for Learning. By using active learning strategies in the classroom, instructors can find ways of delving deeper into incorporating the 3 guiding princples of UDL.
SYNERGY Induction to Pedagogy Programme - Evaluation of the Environment (ENGL...Sarah Land
The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners.
These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Evaluation of the Environment’ and provides content which relates to self and peer assessments, some challenges of peer-learning in online environments and quality criteria in peer learning.
These slides are available in English, Finnish, German, Greek, Italian and Romanian.
BYOB (Build Your Own Blend): Tinkering with Time, Place, Path & Pace for Stud...Shelley Paul
The Innosight Institute (2012) defines blended learning as: “a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, and/or pace...” Given that blended learning is NOT about putting content online and hoping students will take it from there... How might we leverage digital tools, environments and processes to give students more control over time, place, path and/or pace, even within a traditional school schedule? How might we most effectively combine face-to-face and online experiences to engage learners and extend their thinking beyond traditional boundaries?
Education Abroad and Formative Outcomes Assessment: What Professors Think The...CIEE
Students who define specific learning goals before studying abroad are more likely to learn deeply. Formative assessment, based on clearly defined shared learning goals, enhances both buy-in and learning. A brief review of recent research projects will be followed by a guided small-group practicum about defining objectives and choosing appropriate instruments.
2nd International Conference on Psychology, Language and Teaching (ICPLT)Global R & D Services
Conference Name: 2nd International Conference on Psychology, Language and Teaching (ICPLT), 25-26 May 2016, Kuala Lumpur
Conference Dates: May 25-26, 2016
Conference Venue: Rumah Kelab PAUM Clubhouse (Persatuan Alumni Universiti Malaya), Kuala Lumpur, Malaysia
Deadline for Abstract/Paper Submissions: May 22, 2016
Contact E-Mail ID: info@wasrti.org
Conference Convener: Dr Vivian L
Languages: English, Chinese, Arabic, Thai, Persian
These are the slides from a workshop that I ran for the student societies in the Department of Biological and Medical Sciences, Oxford Brookes University. They include 12 of the most important and useful LinkedIn features for students, such as adding multimedia to your profile, building your professional network, or discovering new jobs.
These are the slides of the keynote talk in the science communication session, at the Plant Biology Europe FESPB/EPSO Congress, 24 June 2014 in Dublin (http://europlantbiology.org/).
Research dissemination within and beyond the curriculumSimon Haslett
Author: Dr Helen Walkington, Oxford Brookes University.
Keynote Presentation at the Research - Teaching in Wales 2011 Conference, 13th - 14th September, Gregynog Hall, Newtown (Powys)
The future of learning project-based teaching and assessment supported throug...Moodlerooms
Content-based curricula which require students to have facts at the tip of the tongue has had its day. Multiplication tables, historical dates, scientific formulae and so on are all important, but they are never further than a search engine away. More important is the application of facts in real world scenarios. Their application gives them context, makes them useful to the learner and makes the concepts transferable. The challenge for education is to move from content-based to practice-based curricula. Technology will be an enabler in this process delivering content and the communication medium for students to participate in disciplinary learning projects.
This presentation was part of a week long series promoting Universal Design for Learning. By using active learning strategies in the classroom, instructors can find ways of delving deeper into incorporating the 3 guiding princples of UDL.
SYNERGY Induction to Pedagogy Programme - Evaluation of the Environment (ENGL...Sarah Land
The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners.
These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Evaluation of the Environment’ and provides content which relates to self and peer assessments, some challenges of peer-learning in online environments and quality criteria in peer learning.
These slides are available in English, Finnish, German, Greek, Italian and Romanian.
BYOB (Build Your Own Blend): Tinkering with Time, Place, Path & Pace for Stud...Shelley Paul
The Innosight Institute (2012) defines blended learning as: “a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, and/or pace...” Given that blended learning is NOT about putting content online and hoping students will take it from there... How might we leverage digital tools, environments and processes to give students more control over time, place, path and/or pace, even within a traditional school schedule? How might we most effectively combine face-to-face and online experiences to engage learners and extend their thinking beyond traditional boundaries?
Education Abroad and Formative Outcomes Assessment: What Professors Think The...CIEE
Students who define specific learning goals before studying abroad are more likely to learn deeply. Formative assessment, based on clearly defined shared learning goals, enhances both buy-in and learning. A brief review of recent research projects will be followed by a guided small-group practicum about defining objectives and choosing appropriate instruments.
2nd International Conference on Psychology, Language and Teaching (ICPLT)Global R & D Services
Conference Name: 2nd International Conference on Psychology, Language and Teaching (ICPLT), 25-26 May 2016, Kuala Lumpur
Conference Dates: May 25-26, 2016
Conference Venue: Rumah Kelab PAUM Clubhouse (Persatuan Alumni Universiti Malaya), Kuala Lumpur, Malaysia
Deadline for Abstract/Paper Submissions: May 22, 2016
Contact E-Mail ID: info@wasrti.org
Conference Convener: Dr Vivian L
Languages: English, Chinese, Arabic, Thai, Persian
Similar to Blogging for Health and Life Sciences (20)
These are the slides from a workshop that I ran for the student societies in the Department of Biological and Medical Sciences, Oxford Brookes University. They include 12 of the most important and useful LinkedIn features for students, such as adding multimedia to your profile, building your professional network, or discovering new jobs.
These are the slides of the keynote talk in the science communication session, at the Plant Biology Europe FESPB/EPSO Congress, 24 June 2014 in Dublin (http://europlantbiology.org/).
How can researchers use social platforms for dissemination and engagement?Anne Osterrieder
This presentation is aimed at researchers and other professionals in an academic environment who are either social media novices or have some knowledge but would like to learn more about expanding their online reach.
This is a presentation I gave at the annual meeting of the Society for Experimental Biology 2013 (http://www.sebiology.org/meetings/Valencia/Valencia.html). It contains lots of tips for scientists to use social media appropriately and efficiently. It also highlights examples of social media in academia and types of possible content.
Making organelles visible - in planta and in societasAnne Osterrieder
This is the presentation I gave in Salzburg at the Annual Meeting of the Society for Experimental Biology, July 2012, for receiving the President's Medal for Education and Public Affairs.
http://www.sebiology.org/meetings/Salzburg2012/pres_meds.html
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How can scientists use social media to enhance their online profile? Becoming pro-active and increasing your visibility is essential for your career development. Social media is a very useful tool to help you to get your name out there and to extend your professional network.
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Transcript: Selling digital books in 2024: Insights from industry leaders - T...BookNet Canada
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Session Overview
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- What out-of-the-box solutions are available for real-time monitoring JMeter tests?
- What are the benefits of integrating InfluxDB and Grafana into the load testing stack?
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See how to accelerate model training and optimize model performance with active learning
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Get an exclusive demo of the new family of UiPath LLMs – GenAI models specialized for processing different types of documents and messages
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However, this ease of use means that the subject of security in Kubernetes is often left for later, or even neglected. This exposes companies to significant risks.
In this talk, I'll show you step-by-step how to secure your Kubernetes cluster for greater peace of mind and reliability.
Securing your Kubernetes cluster_ a step-by-step guide to success !
Blogging for Health and Life Sciences
1. Blogging for
Health & Life
Sciences
A critical evaluation
by Dr Anne Osterrieder & Marion Waite
Faculty of Health & Life Sciences Research Conference
25th June 2013
2. Where are you?
Have you already started blogging and want to know more?
OR
No idea about blogging .....but ...Curious?
5. Benefits of blogging for teaching &
learning
Facilitate
courses, build
content
Share
resources
Develop
writing
skills
Alternative
way to
present your
work
Create an online
presence
6. Reflection & evaluation (Brookfield, 2005)
Brookfield's critically reflective lens 1: autobiographical experiences of
teacher/author/learner
As a source of
primary
research data
Models and
demonstrates
reflection
Ongoing
teacher and
peer feedback
Links to
secondary
data &
current
thinking in a
discipline
7. Elements of Graduate Attributes
Promoting
• Digital literacy - students & staff
• Critical self - awareness ... (of learning &
feedback styles) - students & staff
• Global Citizenship (by valuing learner diversity &
sustainability through paperless practice)OBU Graduate Attributes
11. Academic blogging - common barriers
• Lack of confidence in: writing skills, subject knowledge, technical skills.
• Time constraints.
• Fear to appear unprofessional.
• Keeping a blog going.
• How to write a blog post?! How often? About what? How to promote it?
• Questions around legal issues such as copyright, intellectual property, libel
law, institutional guidelines....
12. References
Brookfield, S. (2005) Becoming a critically reflective teacher, abriged in Oxford Brookes University
RADAR collection [Online] at https://radar.brookes.ac.uk/radar/file/e646a903-79ca-7312-51f0-
b0360a77c0b8/1/index.html
'Science has the answer' by Dr Heather Doran: http://sciencehastheanswer.blogspot.co.uk/
Guardian Science Blogs: http://www.guardian.co.uk/science-blogs
Plantcellbiology by Dr Anne Osterrieder: http://www.plantcellbiology.com