This is case study 1 of a new series of teaching and learning we introduced in OneHE online community Mindsets, inspired by the changes caused by the pandemic.
Katie Jones is a Lecturer in Events Management and Marketing within the School of Creative & Cultural Business at Robert Gordon University. Katie teaches modules such as live festival management, corporate & association events management, consumer psychology as well as supervising live client event projects and managing the development of practical industry experience portfolios for the events students. If you would like to share your own case study please get in touch with me k.martzoukou@rgu.ac.uk
Social learning in the Diploma of e-learning - TNQITColleen Hodgins
A presentation as part of a panel of people sharing their experiences of delivering learning in the Australian VET sector focused on current activity in the Diploma of e-learning at TNQIT
WA forum personalised learning and supportAdamBridgeman
This document discusses strategies for personalizing learning in large university classes. It describes providing pre-lecture videos and quizzes to prepare students and encourage attendance. Formative assessments and worksheets are used during lectures to engage students and identify misconceptions. Data from online activities and assessments is collected to personalize academic and learning support to individual students, such as providing remedial help, feedback, or referring students to support services. Faculty found this approach reduced failure and dropout rates, improved student engagement, and helped students feel more connected to their teachers.
The document discusses the importance of community and collaboration for online learning. It provides research showing that developing a sense of community and facilitating collaboration and productive discourse enhances online learning. It recommends using collaborative tasks, problem-solving groups, and other active learning techniques to achieve learning outcomes online. Specific tools are presented that can help foster community engagement and collaborative work, such as wikis, blogs, and screen casting software. Case studies demonstrate how instructors can adapt collaborative assignments and activities to the online environment.
This course reflection discusses what the student learned in the course and how it relates to their goals. The student reviewed their campus' STaR Chart and technology integration reports, which provided insight into how the school establishes goals. However, not all assignments aligned with the student's expectations. The student enjoyed learning about blogging and analyzing data but felt some assignments lacked depth. Overall, the student feels they gained knowledge on using technology to engage 21st century learners and prepare them for the future.
Social learning in the Diploma of e-learning - TNQITColleen Hodgins
A presentation as part of a panel of people sharing their experiences of delivering learning in the Australian VET sector focused on current activity in the Diploma of e-learning at TNQIT
WA forum personalised learning and supportAdamBridgeman
This document discusses strategies for personalizing learning in large university classes. It describes providing pre-lecture videos and quizzes to prepare students and encourage attendance. Formative assessments and worksheets are used during lectures to engage students and identify misconceptions. Data from online activities and assessments is collected to personalize academic and learning support to individual students, such as providing remedial help, feedback, or referring students to support services. Faculty found this approach reduced failure and dropout rates, improved student engagement, and helped students feel more connected to their teachers.
The document discusses the importance of community and collaboration for online learning. It provides research showing that developing a sense of community and facilitating collaboration and productive discourse enhances online learning. It recommends using collaborative tasks, problem-solving groups, and other active learning techniques to achieve learning outcomes online. Specific tools are presented that can help foster community engagement and collaborative work, such as wikis, blogs, and screen casting software. Case studies demonstrate how instructors can adapt collaborative assignments and activities to the online environment.
This course reflection discusses what the student learned in the course and how it relates to their goals. The student reviewed their campus' STaR Chart and technology integration reports, which provided insight into how the school establishes goals. However, not all assignments aligned with the student's expectations. The student enjoyed learning about blogging and analyzing data but felt some assignments lacked depth. Overall, the student feels they gained knowledge on using technology to engage 21st century learners and prepare them for the future.
The document discusses the importance of the tutor's role in establishing an online social environment, including orienting students to the course and platform through introductory social activities, modeling appropriate online behavior and communication, and maintaining an active presence through feedback and interaction. Suggested social activities for students include completing profiles, sharing media, discussion forums, research collaborations, and getting to know each other.
The document discusses the importance of creating a social environment for online courses. It provides several suggestions for socialization activities and tasks that instructors can use, including:
1. Having students complete profiles and ask personal icebreaker questions to get to know each other.
2. Assigning tasks that require students to read each other's responses and continue the discussion, such as posting about memorable videos or animals they would like to care for at a zoo.
3. The role of the instructor is to plan orientation activities, model good participation, and maintain an active presence by reviewing and commenting on students' posts to build trust and engagement in the online community.
(1) Mary Thorpe discusses conceptualizations of online interaction and challenges of designing effective online learning activities.
(2) She provides an example course where online interaction is well-integrated and successful - students collaborate online through structured activities tied to assessment.
(3) Key factors in the design include identifying students with specific roles, authentic tasks, and ensuring participation without depending on tutors' moderation skills. When online interaction is well-conceived and designed, it can be highly effective for learning.
The document provides information about Open Campus' Institutional Effectiveness Plan including its mission, outcomes, and goals to improve processes, services, and learning. It introduces new staff members Dr. Jose Fierro as Associate Dean and Floyd Ballard as Director of Digital Media, Education & Training. It also provides an exceptional faculty profile of Mary Margaret Kittle and discusses potential uses of QR codes and how to create an effective introduction section for online courses.
The document discusses upcoming directions in teaching with technology, including increased use of cloud computing, user-generated content, and more complex learning scenarios. It provides an overview of technologies like clickers, podcasts, wikis, and immersive learning environments. The role of social presence in online courses is also mentioned. Examples are given of how technologies can enhance teaching by freeing up class time, allowing instructors to track understanding, and providing authentic learning experiences.
The document discusses a course taken by health sciences faculty to teach them about Web 2.0 tools and how to incorporate them into education. The course used blogs, RSS feeds, social bookmarking, wikis and other tools. Faculty participants provided feedback on the tools, with many finding benefits like increased sharing of information, enabling student learning, and new ways for collaboration. However, participants also noted that using new technologies requires time and support for faculty.
Technology Enhanced Learning Workshop, Social Media for EducatorsTanya Joosten
The document discusses Tanya Joosten's use of social media for educational purposes. It provides tips for using social media profiles and participating in educational hashtags and live Twitter sessions. It emphasizes connecting with colleagues through conferences and professional groups on social media. It also addresses managing student expectations when using social media in the classroom, including issues like devices, apps, hashtags, archives, timing and technical support.
The document discusses the benefits of online interaction for teaching and learning. It notes that structured online activities with clear tasks and goals can promote higher levels of interaction and engagement among students compared to less structured discussion forums. When activities require students to collaborate to complete authentic tasks, explain their reasoning, and achieve consensus, it supports the development of valuable skills like argumentation, teamwork, and knowledge construction. The document also describes an environmental science course that incorporates structured online conferencing activities to discuss real data collection and simulate international negotiations, providing an example of an interactive online learning design that engages students and enhances their learning experience.
This document is Mrs. Lisa Wilson's standards based portfolio for an education course. It outlines 5 standards and provides examples for each standard, including using Skype lessons, digital learning experiences and assessments, social media and websites for communication, teaching digital citizenship, and engaging in professional development courses. It demonstrates how Mrs. Wilson integrates technology into her 4th grade classroom to meet these educational technology standards.
Presentation at the HEA-funded workshop 'Exploring the value of social media for education and research in business and management studies'.
The aim of the workshop was to consider ways in which academics engage with social media to enhance student and staff education and research experience. The focus will be to facilitate discussions towards an expected output with a set of generic enablers and inhibiters for adoption of social media in academic collaboration.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1cCgM1J
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
Using social media for learning and teaching #Bett2017 #ALiSOnlineSue Beckingham
This session explores how social media can be used to connect, communicate, curate, collaborate and create to enhance the learning experience both within and outside of the classroom. Learning activities and social media spaces will be shared to demonstrate how learners can develop digital capabilities and establish digital wellbeing.
http://alis-online.com/sessions/sioe-jan17/2016/12/2/social-media
Summary of the first year of the CSU Channel Islands Online Teaching Preparation Program: Spring 2014-Fall 2014. This faculty development program consists of three fully online courses: How to Humanize Your Online Course, How to Design Your Online Course, and Designing Engaging Online Activities. How did the first years' participants respond to learning to teach online through the lens of an online student? Did they feel the classes were worth their time? How much time did they spend on these courses? What did they learn?
This document provides the syllabus for a course on Web 2.0 tools for learning. The course will introduce students to various Web 2.0 tools such as blogs, wikis, podcasting, and social bookmarking. Students will learn how to integrate these tools into their own classroom learning environments and curriculum. Over the course of the semester, students will explore different tools, discuss appropriate uses, and develop a final project incorporating one or more tools into their teaching. The syllabus outlines course objectives, policies, assignments, and a schedule of topics to be covered each week.
The document summarizes information from a workshop about how teachers in New Zealand can use e-learning tools and processes to meet the criteria for teacher registration and certification. It provides an overview of the criteria, which are designed to represent essential teaching capabilities and apply to all teachers. It then discusses how e-learning can help teachers demonstrate they are meeting the standards within the criteria, such as by documenting evidence of their practice online, and suggests that schools provide guidance on e-learning expectations.
Celebrating innovative scholarship through social media #ESLTIS17Sue Beckingham
The document discusses how social media can be used to promote open and digital scholarship. It argues that social media allows scholars to more widely disseminate and discuss their work, reaching larger audiences. This can encourage innovation and changes in teaching practices across disciplines. The document provides examples of how academics are using blogs, Twitter, and other social media to openly share their scholarly work and engage in discussion.
These slides are the "outline" for a talk given to education undergraduates who are taking an Instructional Technology course and who have questions and doubts about the need to and the possibilities of integrating technology in Lebanese classes
This document discusses creating a collaborative learning community for the Master's Program in Learning and Organizational Change (MSLOC) at Northwestern University. It provides an overview of MSLOC, noting that it is a 10-year old program that attracts working professionals from diverse backgrounds seeking to develop leadership skills. It emphasizes modeling collaborative learning practices and integrating community reflection and learning into the curriculum. The case study aims to explore how to effectively create an online community that continues this collaborative approach for MSLOC's virtual learning environment.
Integrating Web 2.0 Technology into the Classroomtcooper66
This document discusses ways to integrate various Web 2.0 technologies across the curriculum. It begins by contrasting Web 1.0 and Web 2.0, then outlines how RSS feeds, social networking, blogging, social bookmarking, podcasting, document sharing, photo sharing, wikis, mashups and other tools can be used in classroom lessons and projects. Specific ideas are provided like having students create blogs, podcasts and wikis around course topics. The goal is to support exploration, discussion, research and global awareness through technology. Teachers are advised to start slowly by learning one tool themselves before integrating it.
Networking and collaboration among schools has increased in recent years through various initiatives. However, these initiatives often lack a clear definition of educational networking. The document proposes a definition of networking as "at least two organizations working together for a common purpose for at least some of the time." As a teacher, networking is important for professional development through avenues like social media, Edcamps (unconferences organized by teachers), and conferences. Social media allows teachers to connect, share resources and learn strategies, while Edcamps and conferences provide opportunities to collaborate and learn from other educators.
This document provides an overview and guide for online teaching. It covers topics such as why active learning is essential for virtual classrooms, how to plan and design online courses, best practices for synchronous and asynchronous teaching, engaging students online, strategies for online learning, and assessing students remotely. The guide contains six parts that discuss these topics in more detail and provides tools and examples for instructors on creating effective online learning experiences.
Co creating learning experiences with studentsSue Beckingham
This document discusses co-creating learning experiences with students. It defines co-curricular and extra-curricular activities, with co-curricular being connected to academic learning. Two case studies are presented, one involving a tutor-led project and one a co-led experience called SMASH. SMASH is a student-led community of practice that explores using social media for learning. It has impacted students by developing transferable skills and providing a space for peer learning and collaboration.
The document discusses the creation of a new e-learning environment at Sprott-Shaw Community College. It outlines a vision for blended learning using both in-class and online methods. It also describes designing the new environment, including identifying student and faculty needs, developing prototypes, and constructing the new system with faculty input and updated course designs. The conclusion discusses implementing the changes, including assisting faculty and enhancing online tools to transition from solely in-class teaching to blended learning.
The document discusses the importance of the tutor's role in establishing an online social environment, including orienting students to the course and platform through introductory social activities, modeling appropriate online behavior and communication, and maintaining an active presence through feedback and interaction. Suggested social activities for students include completing profiles, sharing media, discussion forums, research collaborations, and getting to know each other.
The document discusses the importance of creating a social environment for online courses. It provides several suggestions for socialization activities and tasks that instructors can use, including:
1. Having students complete profiles and ask personal icebreaker questions to get to know each other.
2. Assigning tasks that require students to read each other's responses and continue the discussion, such as posting about memorable videos or animals they would like to care for at a zoo.
3. The role of the instructor is to plan orientation activities, model good participation, and maintain an active presence by reviewing and commenting on students' posts to build trust and engagement in the online community.
(1) Mary Thorpe discusses conceptualizations of online interaction and challenges of designing effective online learning activities.
(2) She provides an example course where online interaction is well-integrated and successful - students collaborate online through structured activities tied to assessment.
(3) Key factors in the design include identifying students with specific roles, authentic tasks, and ensuring participation without depending on tutors' moderation skills. When online interaction is well-conceived and designed, it can be highly effective for learning.
The document provides information about Open Campus' Institutional Effectiveness Plan including its mission, outcomes, and goals to improve processes, services, and learning. It introduces new staff members Dr. Jose Fierro as Associate Dean and Floyd Ballard as Director of Digital Media, Education & Training. It also provides an exceptional faculty profile of Mary Margaret Kittle and discusses potential uses of QR codes and how to create an effective introduction section for online courses.
The document discusses upcoming directions in teaching with technology, including increased use of cloud computing, user-generated content, and more complex learning scenarios. It provides an overview of technologies like clickers, podcasts, wikis, and immersive learning environments. The role of social presence in online courses is also mentioned. Examples are given of how technologies can enhance teaching by freeing up class time, allowing instructors to track understanding, and providing authentic learning experiences.
The document discusses a course taken by health sciences faculty to teach them about Web 2.0 tools and how to incorporate them into education. The course used blogs, RSS feeds, social bookmarking, wikis and other tools. Faculty participants provided feedback on the tools, with many finding benefits like increased sharing of information, enabling student learning, and new ways for collaboration. However, participants also noted that using new technologies requires time and support for faculty.
Technology Enhanced Learning Workshop, Social Media for EducatorsTanya Joosten
The document discusses Tanya Joosten's use of social media for educational purposes. It provides tips for using social media profiles and participating in educational hashtags and live Twitter sessions. It emphasizes connecting with colleagues through conferences and professional groups on social media. It also addresses managing student expectations when using social media in the classroom, including issues like devices, apps, hashtags, archives, timing and technical support.
The document discusses the benefits of online interaction for teaching and learning. It notes that structured online activities with clear tasks and goals can promote higher levels of interaction and engagement among students compared to less structured discussion forums. When activities require students to collaborate to complete authentic tasks, explain their reasoning, and achieve consensus, it supports the development of valuable skills like argumentation, teamwork, and knowledge construction. The document also describes an environmental science course that incorporates structured online conferencing activities to discuss real data collection and simulate international negotiations, providing an example of an interactive online learning design that engages students and enhances their learning experience.
This document is Mrs. Lisa Wilson's standards based portfolio for an education course. It outlines 5 standards and provides examples for each standard, including using Skype lessons, digital learning experiences and assessments, social media and websites for communication, teaching digital citizenship, and engaging in professional development courses. It demonstrates how Mrs. Wilson integrates technology into her 4th grade classroom to meet these educational technology standards.
Presentation at the HEA-funded workshop 'Exploring the value of social media for education and research in business and management studies'.
The aim of the workshop was to consider ways in which academics engage with social media to enhance student and staff education and research experience. The focus will be to facilitate discussions towards an expected output with a set of generic enablers and inhibiters for adoption of social media in academic collaboration.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1cCgM1J
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
Using social media for learning and teaching #Bett2017 #ALiSOnlineSue Beckingham
This session explores how social media can be used to connect, communicate, curate, collaborate and create to enhance the learning experience both within and outside of the classroom. Learning activities and social media spaces will be shared to demonstrate how learners can develop digital capabilities and establish digital wellbeing.
http://alis-online.com/sessions/sioe-jan17/2016/12/2/social-media
Summary of the first year of the CSU Channel Islands Online Teaching Preparation Program: Spring 2014-Fall 2014. This faculty development program consists of three fully online courses: How to Humanize Your Online Course, How to Design Your Online Course, and Designing Engaging Online Activities. How did the first years' participants respond to learning to teach online through the lens of an online student? Did they feel the classes were worth their time? How much time did they spend on these courses? What did they learn?
This document provides the syllabus for a course on Web 2.0 tools for learning. The course will introduce students to various Web 2.0 tools such as blogs, wikis, podcasting, and social bookmarking. Students will learn how to integrate these tools into their own classroom learning environments and curriculum. Over the course of the semester, students will explore different tools, discuss appropriate uses, and develop a final project incorporating one or more tools into their teaching. The syllabus outlines course objectives, policies, assignments, and a schedule of topics to be covered each week.
The document summarizes information from a workshop about how teachers in New Zealand can use e-learning tools and processes to meet the criteria for teacher registration and certification. It provides an overview of the criteria, which are designed to represent essential teaching capabilities and apply to all teachers. It then discusses how e-learning can help teachers demonstrate they are meeting the standards within the criteria, such as by documenting evidence of their practice online, and suggests that schools provide guidance on e-learning expectations.
Celebrating innovative scholarship through social media #ESLTIS17Sue Beckingham
The document discusses how social media can be used to promote open and digital scholarship. It argues that social media allows scholars to more widely disseminate and discuss their work, reaching larger audiences. This can encourage innovation and changes in teaching practices across disciplines. The document provides examples of how academics are using blogs, Twitter, and other social media to openly share their scholarly work and engage in discussion.
These slides are the "outline" for a talk given to education undergraduates who are taking an Instructional Technology course and who have questions and doubts about the need to and the possibilities of integrating technology in Lebanese classes
This document discusses creating a collaborative learning community for the Master's Program in Learning and Organizational Change (MSLOC) at Northwestern University. It provides an overview of MSLOC, noting that it is a 10-year old program that attracts working professionals from diverse backgrounds seeking to develop leadership skills. It emphasizes modeling collaborative learning practices and integrating community reflection and learning into the curriculum. The case study aims to explore how to effectively create an online community that continues this collaborative approach for MSLOC's virtual learning environment.
Integrating Web 2.0 Technology into the Classroomtcooper66
This document discusses ways to integrate various Web 2.0 technologies across the curriculum. It begins by contrasting Web 1.0 and Web 2.0, then outlines how RSS feeds, social networking, blogging, social bookmarking, podcasting, document sharing, photo sharing, wikis, mashups and other tools can be used in classroom lessons and projects. Specific ideas are provided like having students create blogs, podcasts and wikis around course topics. The goal is to support exploration, discussion, research and global awareness through technology. Teachers are advised to start slowly by learning one tool themselves before integrating it.
Networking and collaboration among schools has increased in recent years through various initiatives. However, these initiatives often lack a clear definition of educational networking. The document proposes a definition of networking as "at least two organizations working together for a common purpose for at least some of the time." As a teacher, networking is important for professional development through avenues like social media, Edcamps (unconferences organized by teachers), and conferences. Social media allows teachers to connect, share resources and learn strategies, while Edcamps and conferences provide opportunities to collaborate and learn from other educators.
This document provides an overview and guide for online teaching. It covers topics such as why active learning is essential for virtual classrooms, how to plan and design online courses, best practices for synchronous and asynchronous teaching, engaging students online, strategies for online learning, and assessing students remotely. The guide contains six parts that discuss these topics in more detail and provides tools and examples for instructors on creating effective online learning experiences.
Co creating learning experiences with studentsSue Beckingham
This document discusses co-creating learning experiences with students. It defines co-curricular and extra-curricular activities, with co-curricular being connected to academic learning. Two case studies are presented, one involving a tutor-led project and one a co-led experience called SMASH. SMASH is a student-led community of practice that explores using social media for learning. It has impacted students by developing transferable skills and providing a space for peer learning and collaboration.
The document discusses the creation of a new e-learning environment at Sprott-Shaw Community College. It outlines a vision for blended learning using both in-class and online methods. It also describes designing the new environment, including identifying student and faculty needs, developing prototypes, and constructing the new system with faculty input and updated course designs. The conclusion discusses implementing the changes, including assisting faculty and enhancing online tools to transition from solely in-class teaching to blended learning.
The roundtable discussion focused on challenges and opportunities in online public relations education. Key recommendations included reviewing materials created during emergency remote teaching to ensure quality, offering flexible course modalities to mirror the future of work, providing dynamic content to stay current, introducing students to digital tools through a dedicated course, emphasizing faculty presence and student digital presence, and dedicating funding to support continuous online course delivery and faculty development in digital pedagogy. The roundtable emphasized that online education needs to move beyond emergency remote teaching and prepare students for digital work environments through interactive learning experiences.
The document discusses collaborative learning and proposes a model for designing collaborative activities that takes a developmental approach. It presents a helical teamworking model to represent the iterative and incremental nature of collaboration. The model incorporates increasing levels of interaction across successive activity cycles. A variety of tools are discussed to support online collaboration, but the document stresses the human aspect is most important. It concludes by outlining what institutions need to do to effectively support online collaborative learning experiences.
The document discusses online collaborative learning and proposes a model for designing collaborative activities that takes a developmental approach. It presents a helical teamworking model comprising an iterative teamworking cycle within a developmental helix. This model aims to gradually increase students' collaboration skills and the complexity of collaborative tasks over successive cycles of activity. The document also discusses benefits of collaboration, reasons for student reluctance, appropriate tools to support collaboration, and implications for institutions.
Initial IdentificationWhen you hear the word college, you mighsamirapdcosden
The document discusses a project at Macomb Community College that aims to increase the number and types of classes offered to students in both online and in-person formats. It provides details on the stakeholders involved, including students, professors, and administrators. It also outlines the goals of providing more flexible scheduling options and real-world learning experiences to better prepare students for their careers. A work breakdown structure is presented as a framework to organize the tasks required to implement an online enrollment system to support these goals.
The document summarizes the key elements of successful online teaching and learning. It discusses the characteristics of successful online students, including being self-motivated and having strong writing skills. It also outlines the qualities of good online instructors, such as being organized and responsive. The document emphasizes fostering interaction through forums, team projects, and building a sense of community. It concludes that a variety of training opportunities are needed to support online instructors.
The whole aim of a learning process is to help the learner move from Zone of Proximal Development (ZPD) to Zone of Achieved Development (ZAD). Most of us are aware of these terms from Lev Vygotsky's theory of learning and development. From unknowing to known, the distance between the current developmental level and potential development can be covered through guidance as per Lev Vygotsky’s theory.
But how do we know that this distance has been traversed by the learner?
The answer is performance assessment.
Developing an holistic institutional approach to digital capabilities develop...Jisc
The document discusses developing a holistic institutional approach to digital capabilities at a university. It summarizes the recommendations from an OCIO review, including developing digital capability profiles for students and staff. A scoping group engaged with stakeholders across the university and piloted a digital capabilities framework. Phase two plans include mapping continuing professional development programs to digital capabilities, exploring applying the academic framework to other roles, and reviewing student expectations and opportunities through a student tracker tool. Partnership working, stakeholder engagement, and contextual understanding of digital capabilities are emphasized.
Keynote - Developing a holistic institutional approach to digital capabilitie...Jisc
The document discusses developing a holistic institutional approach to digital capabilities at a university. It summarizes the recommendations from an OCIO review, including developing digital capability profiles for students and staff. A scoping group engaged with stakeholders across the university and piloted a digital capabilities framework. Phase two plans include mapping continuing professional development programs to digital capabilities, exploring applying the academic framework to other roles, and reviewing student expectations and opportunities through a student tracker tool. Partnership working, stakeholder engagement, and contextual understanding of digital capabilities are emphasized.
Hybrid learning is a way of combining traditional classroom experiences, experiential learning objectives, and digital course delivery that emphasizes using the best option for each learning objective
Elesig 2013 webinar on Evolving Digital literacies: inductions to employment...Ellen Lessner
This webinar focused on how Abingdon and Witney College has used research funding to embed a range of digital literacy skills in induction and in teaching. It focuses on what we learned from our JISC Students4WebEs project where we taught students how to set up and run a webinar. Employers participated in student run webinars on employment skills that they were looking for. The presentation highlighted some of the issues of engaging students in research in a further education setting as well as identifying students as change agents. Elesig stands for 'Evaluation of Learners; Experiences of e-Learning Special Interest Group'.
This document provides an analysis for the design of an online orientation module for graduate students in the Information Media department at St. Cloud State University. It identifies the need to update the current static, text-based orientation to an interactive online module. The target learners are adult graduate students who will complete self-paced modules on using the learning management system, online conferencing software, and key terminology. Each module utilizes principles of multimedia learning and adult education to engage learners through modeling, practice activities, and a completion message. The overall goal is to better prepare new graduate students for their online coursework through a more meaningful online orientation experience.
Driving student outcomes and success: What’s next for the retention pilot pro...LearningandTeaching
As part of the Navitas 2020 Strategic Project on Retention, Learning and Teaching Services has been investigating and evaluating current practice both within our colleges and externally, developing a Retention Driver Tree to identify the activities that make a difference to the student experience.
In a recent webinar, Maria Spies and Suneeti Rekhari unpacked retention strategies and explored deeper into the impact of current retention pilots at Deakin and La Trobe Colleges.
Maria Spies outlined the Retention Driver Tree and the factors contributing to student experience and success. Suneeti Rekhari explained the processes used to plan, implement and evaluate the retention interventions, and the early indicators and outcomes emerging from the Colleges. Through this presentation, they discussed what these initial findings mean for the Retention Driver Tree and the next steps in addressing retention.
The document summarizes key aspects of online education at UEBS, including:
1) The online programmes team focuses on culture change to make online education aspirational through collaborative work, high quality modules, training tutors in online pedagogy, and sharing best practices.
2) Modules are designed with active, participative learning in mind inspired by educational research, encouraging social learning and interaction.
3) Working with module developers differs from on-campus modules, with developers using digital tools and media to create asynchronous learning materials with consistent structure and style.
4) Feedback from educators and students praises the highly interactive coordination process and resources created, noting the team's professionalism and dedication.
This document presents an initial flexible learning development plan for a nursing course on contemporary Maori health issues. The plan aims to 1) develop online learning resources to complement existing face-to-face teaching, 2) increase off-campus access to course content, and 3) improve the flexibility of course delivery. Specific online tools and resources proposed include a Moodle site, discussion boards, video clips and self-reflection exercises. The plan is aligned with the strategic direction of Otago Polytechnic to foster collaboration and provide learners with increased flexibility and access.
This document discusses a blended learning program for a Professional Development Award (PDA) in project management. The program aims to maximize inclusion and learner engagement through a combination of asynchronous and synchronous online learning. It uses Moodle for asynchronous content delivery, Blackboard Collaborate for live online workshops, and Mahara for e-portfolios. The program has been successful in providing accessible virtual training that teaches practical project management skills and supports professionals' continuous learning needs.
Similar to Case study 1 katie jones delivery during lockdown school of creative and cultural business (20)
Here are the key concepts explored in this episode:
- Advertisements and endorsements online
- Paid/sponsored content
- Data harvesting
- Advergames and clickbait
The episode introduces children to some of the less obvious ways companies try to advertise to them online through things like advergames, influencers and endorsements. It aims to make children more media literate and aware of how advertising works so they can make informed choices.
15
CONCEPTS EXPLORED
Advertisements, endorsements, paid/sponsored
content, data harvesting, advergames, clickbait
7:15 minutes
https://youtu.be/4X-7w4k
Maddie is Online' is aimed for teachers and parents,
who lack accessible resources or time to educate
young children about the challenges and
opportunities of online connectivity. 'Maddie is
Online' is an engaging and fun digital literacy skills
cartoon video resource, supported by state-of-theart
research, workshops and digital lesson plans.
They can be used in different subjects (Personal
and Social Education, English, ICT, Health and
Wellbeing) at school or at home in an accessible
way, empowering young people with skills that help
them deal with challenging phenomena in their
digital lives.
Project Blog: https://maddiesonline.blogspot.com/
Playlists: bit.ly/2LwnE6T
Twitter: @MaddiesOnline
Email: k.martzoukou@rgu.ac.uk
The document provides an outline for a module on student belongingness, asking the reader to add one innovative idea to enhance belongingness during each part of the module, including before it starts, as it starts, during it, relating to assessment, at the end, and as part of an overall belongingness plan.
A ‘Whole-person’ Education: Students Innovating and Reflecting with the Scott...Konstantina Martzoukou
Case Study on the work of the School of Creative and Cultural Business (Robert Gordon University) embedding the Scottish Student Innovative Student Awards Programme (offered by the Scottish Institute of Enterprise) across its different courses.
'Enhancing students' innovation and reflection skills: the SISA programme'Konstantina Martzoukou
Webinar on 'Enhancing students' innovation and reflection skills: the SISA programme' offered by the Robert Gordon University and the Scottish Institute for Enterprise (SIE). Presentation for OneHE Mindsets by Dr Pauline Bremner (Robert Gordon University) and Ann Davidson (Scottish Institute of Enterprise). Date: 1st July 2020
Students Creating and Submitting Digital Presentations Using PanoptoKonstantina Martzoukou
This document describes a method used at the Robert Gordon University for students to record and submit digital presentations using Panopto. Students are placed into groups and record a 10-12 minute presentation on a given topic. They are provided training and support materials on using Panopto and giving presentations. Students can book time in equipped classrooms to record. Staff found the method allowed more efficient marking and provided students experience with digital skills. Some changes will be made such as requiring all group members to participate in recordings and improving support documents.
Syrian New Scots: the Way Forward. A transition from being a refugee to becoming an active part of the community.
SCURL Away Day - 5th June 2019 - Strathclyde University
OneHE ‘Mindsets’ – June 2019 – Webinar
Citizens’ approaches to evaluating political ‘facts’ in the fake news era by Rita Marcella and Graeme Baxter
Abstract
Recent years have seen significant public discourse surrounding the concepts of ‘post-truth politics’, ‘fake news’, and ‘alternative facts’ online, with much of it focusing on ‘Brexit’ or Donald Trump’s election campaign and presidency. This webinar will reflect upon recent research into fact response, fact checking, and the journey of the political fact. This research, conducted during the 2017 UK General Election campaign, consisted of two interrelated studies: 1) an online survey of the general public (n = 538); and 2) a series of 23 electronically-assisted interviews with citizens in North-East Scotland. Both studies explored the tactics and heuristics used in evaluating the credibility of ‘facts’ presented online by Scottish political actors.
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2. DIGITAL
TRANSFORMATION:
EVENTS BASED
MODULE &
ASSESSMENT
KATIE JONES | 02
'Live Festival Management' is a module
taught to undergraduate Stage 3 Event
Management students, within the School
of Creative & Cultural Business. The
module acts as an integral part of
students' experience portfolio in industry
practice and also as practical development
in establishing a ‘career ready’ events
graduate.
Additionally, the module prepares the
students for an event project, which they
undertake in their Honour’s year. This
module is often viewed as a highlight of
the Events Management degree and it is
considered by prospective students in
their decision to join RGU.
Katie Jones, Lecturer in Events
Management
School of Creative & Cultural
Business (RGU)
3. Prior to the Pandemic
The module, prior to the pandemic, was run
on-campus as a 5-hour weekly workshop
session, which engaged the students actively
in the co-creation of events. This culminated
in a festival weekend, including varying
physical events in Aberdeen City, named
'Aberdeen Student Festival'.
In previous teaching, students received a
series of lectures, engaging with industry
sessions as well as practical workshops to
allow them to contextualise learning.
Subsequently, students would be required to
present an event pitch to the module and
stakeholder teams in their event groups,
demonstrating the feasibility of a planned
physical event and how it would constitute a
class wide festival. Students would then
reflect on their grade and feedback to
facilitate the next stages of event planning &
delivery, with the module team shifting from
lecturers to mentors and supervisors.
All of this would take place on campus and
staff when attending physical events would
act as stakeholders, to support the delivery
and grade the event. Student engagement
with this format was consistent and they
would commit themselves to the
requirements, embracing experiential
learning and taking ownership of their
outputs. This was an important career
experience, which would allow them to
advance their future professional career.
KATIE JONES | 03
BEFORE THE
PANDEMIC
4. Adaptation of Teaching Methods
Due to the pressures of COVID-19, the module
has seen significant changes, most notably in
the delivery and shift of the final output to a
digital/virtual festival. It was decided in the
initial lockdown, that, instead of cancelling
the festival and providing the students with
another output, such as a written
assessment, the events team would provide
the students with a digital practical
experience.
Students were required, in both years, to
organise a digital event, which had elements
of pre-recorded and live interaction in a set
event programme over a festival weekend.
Whilst this did not require the students to
engage with some elements of events
management on the same scale (such as
health & safety), they did have to engage
with other aspects, such as finance,
marketing and logistics. Primarily students
had to manage relationships with a range of
stakeholders, including the representatives
of the festival.
In some cases, this alleviated students'
workload although it did require them to
think more creatively, adapting and
upskilling in areas, such as digital media.
Being online alleviated certain stresses for
the students, such as venue and portfolio
selection. However, the aspect of change
management and team work in a virtual
setting needed support.
KATIE JONES | 04
AFTER THE
PANDEMIC
5. 2 hour weekly seminar as a class cohort
3 hour workshop session.
Creating an Online Community
Originally, in the module, the academic acted
as a supervisor and mentor, relying on
honesty and transparency to develop a
mutual working relationship with students.
For the students this style required face-to-
face interaction and a professional
relationship with their lecturer. As such, the
module team for both 2020 and 2021 made it
a priority to emulate this relationship in an
entirely online setting.
In order to foster a close working
relationship the team decided that an online
community needed to be fostered. This was
created through the use of MS Teams as well
as online & live sessions. This evolved from
2020 to 2021 whereby the module team,
after student feedback, advanced the
engagement of these platforms, with much
more structured and engaging touchpoints.
In this module change, the delivery instead of
five hour workshops was split into two.
For the first 5 weeks leading up to student
pitches weekly delivery consisted of:
The seminar took a more traditional teaching
style in the form of lectures with tutorial
discussions. These were live rather than pre-
recorded to encourage students to develop
at the same pace, which was crucial in group
& class work element this module requires.
KATIE JONES | 05
FOSTERING
AN ONLINE
COMMUNITY
6. The recordings were then made available for
students to go back to as they needed. As the
students, within a 12 week delivery, are
required to conceptualise, plan, deliver &
evaluate an event, which forms a festival
format, they must move forward at the set
pace and in a productive manner with their
chosen/set team groups. The seminars took
place on a Monday morning on Zoom with the
3-hour workshop sessions taking place on a
mixture of Zoom and MS Teams. The period
between Monday and Thursday allowed
students to complete research and work
together to advance on the Thursday.
This was deliberately split in timings with the
module team recognising a focus of 5 hours
would be difficult to achieve in an online
setting. The reasoning of two platforms in
delivery was to provide differentiation in the
teaching style for the students. Zoom was
viewed as the knowledge acquisition/class
‘roundtable’ with MS Teams a shift to a
shared creative/problem solving space where
the relationship with the module team
became collaborative. Students used MS
Teams throughout the week to hold meetings,
share files and have a collaborative space in a
more formalised setting than they would
have previously.
The 2021 delivery was through:
• A 2 hour weekly seminar as a class cohort
• A 3 hour workshop session.
This was for the first 5 weeks, inclusive of a
pitch presentation, which then shifted to a:
• 3 hour live and online session.
KATIE JONES | 06
FOSTERING
AN ONLINE
COMMUNITY
7. Interactive whole class touchpoints
Group supervision
Dedicated ‘event planning time’,
This marked the change of pace and
expectation in the students' preparation
towards their digital events. Whilst, the
students in their respective groups were
progressing with plans and communicating
with stakeholders, it was still important that
they had a live contact point emulating on
campus workshop scenarios. In a physical
environment the students value the
workshop, using this as an opportunity to
benchmark against other groups, in terms of
their own event progress, and collaborate
more effectively to deliver a cohesive event
programme for their festival. At this stage,
therefore, students required a great deal of
both mentorship and emotional support as
they developed autonomous events. Being
able to work together, move around, ask
questions was vital to their continuing
progress. The change to a live online session
worked in a threefold capacity:
These sessions were held on Zoom and MS
Teams. The differentiation between the
platforms allowed students to recognise the
more directed class space of Zoom and the
collaboration aspects of MS Teams.
On MS Teams students were organised into
private group channels with the module
team having overall access to Q&A, class
discussion and module team updates.
KATIE JONES | 07
FOSTERING
AN ONLINE
COMMUNITY
8. This allowed the module team to facilitate
student progress throughout the week, add
relevant materials and communicate with
students more efficiently. Students could be
reminded of important dates and
documentation as well as providing the
support they needed – such as below.
This structure meant the module team were
more up to date on progress than they would
have been on campus; whereas in previous
years the only real contact point would have
been through the one weekly workshop,
limited emails and one way CampusMoodle
updates. Many of the students have actually
noted being able to use the functionalities of
the virtual collaborative platforms, viewing
this as a vital skill in the workplace.
Challenges
The entirety of the online delivery was not
without its challenges. Students found
collaboration difficult in an online
environment and also found it much harder to
switch off too.
KATIE JONES | 08
FOSTERING
AN ONLINE
COMMUNITY
“I want to say for brainstorming you
need to get into the same mood and
it is much harder to online. To bring
good ideas I think it will be much
better to be together in the same
room, same space.”
9. “Because it was quite unstructured,
I don’t know about the other
groups but for my group it was a 24
hour, 7 days a week thing.”
This demonstrates that although online
delivery had value, some aspects of physical
interaction would be of benefit too.
Additionally, students require boundaries
when interacting in a professional group
setting and the module team will be mindful
to ensure incorporating them much earlier in
the module.
By week 11 student events were held entirely
online. Despite the lack of a physical aspect to
the event, the students still required guidance
during the event. MS Teams provided the
module team a teaching space which the
students felt was live and interactive. For
assessment purposes the team could ask
questions and offer real time guidance as
events unfolded. Students were able to share
important documents, such as event
programmes, running orders and risk
assessments.
KATIE JONES | 09
FOSTERING
AN ONLINE
COMMUNITY
10. Reflections
The changes that were made to this module
were based on the impact of COVID-19 which
forced a need to create a digital event
adaption process.
However, in developing the changes vast
improvements to both the student and
teaching experience. Students have enjoyed
the sense of ownership of their events,
feeling less constrained by the physical
entity of buildings, creating more fluid time-
management. Additionally, students have
had more access to the module team
throughout the process.
In the teaching practice it has always been a
challenge to ‘manage’ multiple groups and
ensure to keep on top of issues and
participation, whereas in the online
environment this has been much easier to
execute. Students could ask for regular
feedback on their documents/progress
throughout.
Upon reflection, there are a number of
lessons learnt allowing the teaching team to
emerge stronger:
1. The relationship between the
staff/student community – continues to be
an ongoing issue in both a physical and
online setting. As the module team shift from
educators to mentors then assessors
managing this relationship can be difficult,
particularly in an online environment.
KATIE JONES | 10
LESSONS
LEARNED
11. 2. Providing a constructive online place for
communication and feedback – students
require a two way space to contextualise and
make sense of the feedback they receive.
Where they receive qualitative feedback this
must be also managed appropriately
especially in a live project context to allow
them to grow. In a physical setting this is
much easier to manage, i.e. to handle student
disappointment face-to-face rather than
through a screen.
3. Managing the invasion of time – the
module requires a great deal of input from
the students and this includes an emotional
capacity as well as the work itself. As the
module provides a tangible output for a live
client this can add stress for the students,
particularly as the students work and
progress at different stages. In an online
capacity this was heightened with the ability
to communicate at all times through
professional platforms. This was the case for
the module team too.
4. Importance of fostering creativity,
communication and collaboration in the
conceptualisation process (the three Cs) – it
is understood that the online environment is
not particularly conducive to the three Cs
process. For many of the students this is
their first professional event and time
working with a live client fosters a great deal
of uncertainty and nervousness. Being able
to be present in a physical space helps with
the alleviation of this.
KATIE JONES | 11
LESSONS
LEARNED
12. 5. Developing the digital void (skills
development) – it is apparent the events
industry is at a time of change and the digital
provision, which has been used in COVID-19
mitigation, will reinvent itself. As such, it is
expected the module will now run with a
hybrid functionality to allow students to
develop future-proof skills which are
necessary in any chosen industry.
6. Developing a professional community
(trust, transparency as well as accountability
& confidence) – students and staff not being
able to see each other face-to-face was a
definite challenge, as body language/tone
were big factors that were omitted,
particularly with the nature of an event
assessment. It requires more trust and
autonomy to develop a sense of confidence
overall.
All of this requires community building which
comes from developing more informal
relationships which is not as easy in an
online environment where professionalism is
expected. A blended approach of the two is
required to ensure success and facilitate
more positives to be taken forward from
online/physical settings.
Student Feedback
On completion of the module (post event and
module assessment) students noted the
following feelings:
“Constructive…Accomplished…
Professional…Proud…
Appreciative…Enlightened…
Relieved…Happy…Surprised”
KATIE JONES | 12
LESSONS
LEARNED
13. KATIE JONES | 13
AUTHOR BIO
Katie Jones is a Lecturer in Events Management and Marketing within the School
of Creative & Cultural Business at Robert Gordon University. Katie teaches
modules such as live festival management, corporate & association events
management, consumer psychology as well as supervising live client event
projects and managing the development of practical industry experience
portfolios for the events students.
Previous to RGU, Katie worked in the third sector for a number of national
charities, supporting and heading up varying event programmes inclusive of
outdoor sports and mass participation events.
In terms of research, Katie’s interests lay specifically in the value output of
events from a social enhancement perspective notably within the third sector as
well as the digital adaptions to live event projects from a HE perspective.
Contact: k.jones8@rgu.ac.uk
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