Ceber womens lib
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The document discusses a collaboration between the Women's Library and RLO CETL to use the GLO Maker tool to create learning objects from the Women's Library resources. The Women's Library houses the most extensive collection of women's history in the UK, originally established in 1926. RLO CETL develops, shares, and evaluates learning objects and leads innovation in pedagogical design. Through this collaboration, GLO Maker is being used to turn Women's Library resources into interactive learning objects.
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Auditorium Session 1 - Connection - Inclusion
Following the Scottish Government’s acceptance of the Empire, Slavery and Scotland’s Museums report and recommendations, this session will look at the museum sector’s response to this report.
Speakers will also highlight the Delivering Change anti-oppression programme and discuss how museums and galleries can place anti-oppression principles at the heart of their work.
Carol Rodgers - National Museums Liverpool
Carol Rodgers - National Museums LiverpoolAssociation of Danish Museums / Organisationen Danske Museer
National Museums Liverpool is a national museum founded in 1851 and established in 1986 as the only national museum outside of London. It serves as the museum service for Liverpool and Merseyside, the region's largest cultural organization with an international remit. The museum's mission is to be the world's leading example of an inclusive museum service. Its education vision is to provide creative and inspiring cultural education through activities and resources to assist with lifelong learning and cultural awareness. Some of its education programs include Suitcase of Stories, Big Art for Little Artists, Postcode, and Legacies of Transatlantic Slavery.Ireland's Memory. Ireland's Discovery. CONUL Strategy: 2016-2019.
Presented at CONUL conference, June 2016, Athlone, Ireland by Christopher Pressler, Helen Shenton, Eoin McCarney, Cronán Ó Doibhlin and Ciara McCaffrey.
What are libraries and what are they good for?
The document is about libraries and discusses their purpose and definition. It provides dictionary definitions of libraries, quotes different views on what libraries are and should provide. It traces the history of school libraries back over 1000 years. It also discusses debates around whether school libraries still need books in the digital age or if they could exist as solely online virtual libraries.
‘Yes – but did they learn anything?’ – new roles in teaching and learning in ...
A presentation by Jacky MacBeath, head of museums, deputy head of the Centre for Research Collections, University of Edinburgh.
Introduction to Leiden University Libraries
A presentation for the upcoming visit of librarians from the Universitätsbibliothek Kassel (Germany).
Mike Mertens, Deputy Executive Director and Data Services Manager, RLUK
RLUK became members of The European Library to extend their work on discovery and access from a national to an international context. This would ensure their members' collections are better known through new modes of discovery and linked open data. It provides an additional service to members at no extra cost, broadens the audience of collections beyond higher education, and increases public benefit. Membership offers opportunities for new partnerships, lobbying, and sharing best practices with European libraries through closer collaboration.
ACRL-NEC 2011: UConn WaterburyLibrary / OLLI Collaboration
Librarians at the University of Connecticut Waterbury campus have partnered with the Osher Lifelong Learning Institute to engage older community members in technology-based learning through workshops held at the campus library. The collaboration began in 2008 with workshops on using free online resources and has since expanded to include sessions on health websites, social media, and more. Over 70 community members have received library cards through the program. The librarians and OLLI plan to continue offering workshops, expand instruction on using the library's collections, and enhance aging-related materials.
Towards Rubicon: A Tale About Libraries That Crosses The River
The document discusses the changing role of libraries and how they must adapt to remain relevant by crossing the "river" of transformation in research, education, and information access. It suggests that libraries focus on supporting research and education rather than just saving libraries, and that they act as collaborative hubs providing new types of learning spaces, digital resources, and research infrastructure to remain important partners in the future of higher education. The presentation provides examples of how libraries can make this transition and cross the river towards new opportunities.
Long-Term Thinking about Collections Stewardship
Presenters:
Jill Sterrett, Director of Collections and Conservation, San Francisco Museum of Modern Art
Ted Greenberg, Museum Consultant/Collection Management/Registration Specialist
Moderator:
Katie Oman, Director, AMS Planning & Research Management/Registration Specialist
Museums are society's guardians of cultural material for the benefit of present and future generations. They are tasked with storing and caring for collections in perpetuity a challenge for sustainable facility and cost planning. As public perception of museums' value trends away from collections and research toward exhibits and education, the cost of storage remains, growing even as available funding shrinks. This panel examines strategic and innovative approaches to long-term collections storage planning. #DiggingDeeper
Artist Rooms - Damien McGlynn
Flash presentation at a workshop for 'Scotland's National Collections and the Digital Humanities,' a knowledge-exchange project hosted at the University of Edinburgh. 14 Feb. 2014. http://www.blogs.hss.ed.ac.uk/archives-now/
Women's Library @ LSE Timeline
The document discusses plans to develop an innovative online portal called The Women's Library @ LSE timeline to increase access to the collections of The Women's Library at the London School of Economics. The timeline will showcase collections, demonstrate the synergy between collections, and continue to develop audiences through the use of LSE's groundbreaking Digital Library. Initial steps include forming a digitization working group and selecting initial content to digitize and add to the timeline. The project aims to provide a dedicated online space for collections, demonstrate innovation in practice, and increase awareness and opportunities for the Digital Library and collections.
Charleston Conference 2012: Climbing the Digital Everest
At the 2012 Charleston Conference, Associate Publisher Ray Abruzzi, accompanied by Simon Bell, Head of Strategic Partnerships & Licensing, The British Library and Caroline Kimbell, Head of Licensing, The National Archives, UK, provided background and insight into the strategy and creation of the Nineteenth Century Collections Online.
Quantifying the impacts of investment in humanities archives
Talk presented at the 2016 Charleston Conference looking at the impacts of EEBO (Early English Books Online), House of Commons Parliamentary Papers, and the New York Times.
Similar to Ceber womens lib (20)
Diversity Equality Inclusive Initiatives in UCC & USC
Diversity Equality Inclusive Initiatives in UCC & USC
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Diversity Equality Inclusive Initiatives in UCC and USC
Inspiring Research, Inspiring Scholarship The value and benefits of digitise...
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Beyond the Silos of the LAMs - Library, Archive, Museum Collaboration
Beyond the Silos of the LAMs - Library, Archive, Museum Collaboration
Ireland's Memory. Ireland's Discovery. CONUL Strategy: 2016-2019.
Ireland's Memory. Ireland's Discovery. CONUL Strategy: 2016-2019.
‘Yes – but did they learn anything?’ – new roles in teaching and learning in ...
‘Yes – but did they learn anything?’ – new roles in teaching and learning in ...
Mike Mertens, Deputy Executive Director and Data Services Manager, RLUK
Mike Mertens, Deputy Executive Director and Data Services Manager, RLUK
ACRL-NEC 2011: UConn WaterburyLibrary / OLLI Collaboration
ACRL-NEC 2011: UConn WaterburyLibrary / OLLI Collaboration
Towards Rubicon: A Tale About Libraries That Crosses The River
Towards Rubicon: A Tale About Libraries That Crosses The River
Charleston Conference 2012: Climbing the Digital Everest
Charleston Conference 2012: Climbing the Digital Everest
Quantifying the impacts of investment in humanities archives
Quantifying the impacts of investment in humanities archives
More from debbieholley1
Evidencing Excellence in teaching, learning and assessment
The third is a series of keynote talks as adjunct Professor visiting the University of the Sunshine Coast.
With thanks to Anita Jones, General manager, CSALT USC for co-presenting
Evidencing Excellence for Fellowships: AdvanceHE, the awarding body, have recently updated the criteria for fellowships at all levels. This interactive session will highlight the main differences in approach, and offer suggestions and ideas for staff seeking to apply for Fellowships. There will be lots of time for discussion and questions.
Visualisation and Simulation for teaching, learning and assessment
Session two of a series of keynotes talks at the University of the Sunshine Coast
Visualisation and Simulation:
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” State of XR and Immersive Learning Outlook Report (2021 p 21)
Debbie contributed to the Delphi study above, , and to the updated with findings due this June. This session will consider the opportunities afforded by Visualisation and Simulation; and discuss ways in which educators can draw upon both lo-tec and hi-tech solutions in a range of disciplinary contexts; and consider what digital futures may offer us as educators, as well as those we educate, our students.
Building digital capability across the university sector
Session one in a series of keynotes as adjunct Professor visiting the University of the Sunshine Coast
Debbie worked with the team t embedding a new Virtual Learning Environment (D2L:Brightspace) and will share some of the pedagogic strategies that underpinned our digital transformation work. A case study of our recent curriculum development work in Nursing will be shared, this saw the UK JISC Digital Capability Framework mapped across the three-year undergraduate BSc Nursing Sciences, the first Nursing School in the UK to map these. A curriculum development workshop on how this was accomplished drawing upon staff, students and experts is available during her visit.
Spaghetti Symphony to Technology Harmony
Introducing Prof Ed McFly our personalised Artificial Intelligence Maestro. AI BOTS, underpinned by Machine Learning algorithms are reported as the future in sectors from engineering to health to education. Market analysts predict the global market of $12billion (2023) will grow by 470% within five years to an incredible $72 billion, transforming the way in which we seek and access new ways of working and learning.
However, challenges of trust, confidence, competence, and communication remain.
A Masters Unit, “Global Innovation Management” scaffolded the learning experiences of 157 students from hands-on team building of spaghetti tower to developing their own innovative AI Avatar videos, guided by Prof Ed McFly. Regarding Professor Ed McFly's existence, 46.3% believed and 20.9% were uncertain. Students expressed enthusiasm, describing AI as impactful, innovative, and beneficial for future careers. Positive feedback on the AI seminar emphasised satisfaction, engagement, and educational value. Recommendations include further AI integration into teaching, allocating more exploration time, addressing concerns, enabling more collaboration, exploring diverse AI applications, and continuous improvement.
Despite mixed sentiments, the positive feedback indicates AI's potential to significantly enhance learning experience. As we share our resource bank, participants will follow in the footsteps of our students as they, and we, explore AI.
Student reboot 4.0: the affordances of their Brave New World
Join us for a session which reimagines the student experience through the lens of innovation, technological empowerment and inclusivity. Higher Education has accelerated the move towards Education 4.0, a technologically fueled, student centric model that promotes flexible learning paths and focuses on knowledge/skill requirements of the industry (FICCI and EY Vision 2040). In ‘Brave New World’ Aldous Huxley sets out a dystopian futuristic world state anticipating huge scientific advancements. This draws parallels with the citizens (our learners) being environmentally engineered into an intelligence based social hierarchy through existing tools and approaches; an alternative, we argue is to empower learners, (re)locating and positioned them at centre of educational programs. Opportunities afforded by travel frame the student ability to create a strong impression at interview. Research shows that marginalised /excluded groups can be disadvantaged by this lack when seeking graduate employment. Can technology assist our learners in building resilience, social capital and a pathway to success? We will:
Explore the student journeys of Shahida (a medical student) and Kevin (an art student) as they seek to build their portfolios by travel; participants will help to select their final destinations
Consider the challenges of ‘real’ and ‘virtual’ travels in building confidence and social capital
Co-create of a padlet to share ideas about technologies and the ways in which these may empower or disempower our learner of the future.
Valuing the invisible: metrics and meaning
There is always a 'But'. With ownership of knowledge is no longer a University prerogative:, how can Universities demonstrate their value and value(s)? This question is explored through the lens of how we support students and their learning. With investment in sophisticated learner analytic packers to track, monitor and identify patterns of usage as students access our VLEs, how are we making meaning from the metrics? This talk sets out to take a student perspective on this hotly contested debate.
Towards a taxonomy of scale: a sustainable approach
Background:
Taking simulation from concept through to scalable delivery is complex, contested and an under-theorised process. The traditional approaches to scaling innovations, proposed by Everett Rogers in the 1960s is the notion of diffusion of innovation; we argue that this is of limited use in our context of working with NHS health professionals supporting their learning post-covid. Our approach to scaling draws the upon the well-tested seminal works on taxonomies by Coburn (2003) [1] and her dimensional framework, Dede et al (2007) [2], with their educational scaling model, plus the systematic review of Greenhalgh et al (2004) [3] in health services.
Method
By considering the ways in which our eight Health Education England (HEE) simulation projects have been delivered, this work presents an emerging framework, designed to enable the orchestration of team discourse about theory, the production of simulation artefacts as tools for design discourse and the identification of scalable systemic pain points. We pay particular attention to scaling innovations in practice and organisational change, which are in our view enabling factors in the sustainable adoption of learning technologies by end users in the workplace.
Findings
Successful scaling is more than just being about the number of users we can reach. It requires underpinning by an understanding about the changes in practice an innovation can bring about, and how valuable these changes are to stakeholders. Challenges remain as to whether such changes can be sustained over time, and the extent to which users and stakeholders are involved in co-creating the innovation. Individuals within the organisations – and their attitudes, beliefs, and habits – play an equally important role in exploring new technologies and practices with an open mind and perceiving these as an added value in their work environment and daily routines.
Conclusion
This work illustrates the need to strategically involve the ‘missing middle’ and starts to identify the key role these people play in that space between where scaling factors reside between top-down strategy and bottom-up initiatives.
References:
[1] Coburn CE. Rethinking scale: Moving beyond numbers to deep and lasting change. Educational researcher. 2003 Aug;32(6):3-12.
[2] Dede CH, Rockman S, Knox A. Lessons learned from studying how innovations can achieve scale. Threshold. 2007;5(1):4-10.
[3] Greenhalgh T, Robert G, Macfarlane F, Bate P, Kyriakidou O. Diffusion of innovations in service organizations: systematic review and recommendations. The milbank quarterly. 2004 Dec;82(4):581-629.
The Brave New World of the University of Bedfordshire (v4.0)
Education 4.0 is conceptualised as a set of choices through a lifelong pathway whereby learners have ownership and control of their studies, as they weave seamlessly between education and employment. (FICCI and EY Vision 2040). With the learner firmly placed at the centre of educational programs, instructional approaches, learning experiences and academic support strategies that are aligned to the learner’s distinct needs, aspirations and interests, what are the opportunities and challenges for a redefinition of the education ecosystem? Will we launch the ‘Brave New World’ of Aldous Huxley (1932), set out in his dystopian futuristic world state novel which anticipated huge scientific advancements, with citizens being environmentally engineered into an intelligence based social hierarchy? or will we draw upon technologies to enrich the student learning experience by focusing on employability and providing opportunities for research excellence? Responding to the evolving student needs coupled with rapidly changing industry demands, HEIs now have a greater onus to develop an ecosystem that will provide a high-quality educational experience.
Link to BOT:
https://youtu.be/eqFzfa11_aU
Please contact Debbie for full slide deck.
Creating authentic learning environments: An evaluation of Godzilla (II) the...
OMG Godzilla II is the second outing for Godzilla, a film prehistoric reptilian monster awakened and empowered by nuclear radiation. Drawing upon the imaginary scenario of the creature arriving in Dorset, creating panic and havoc and needing the emergency services to deal with the aftermath, this Pecha Kucha presentation will demonstrate the operationalisation of events as we put first and third year Paramedic Science students though a casualty prioritisation and treatment set of scenarios. Godzilla wreaked havoc yet again upon the estates of BU, in facilitating this immersive experience we exploited our student’s sensory boundaries, in the austere learning environment of an underground car park.
Directing staff and volunteers steered the vision and collective response to the multifaceted tasks presented to our students. The resulting exercise enabled a holistic evaluation of risk assessment, whilst in play as students demonstrated their thinking through structured feedback of their clinical treatment and decision making, of scalable multiple patient scenarios, on a platform that allowed our students to demonstrate praxis.
50 students across our UG programme tackled aftermath of the mythical beast’s anti-social and terribly inconvenient behaviour. OMG Godzilla II and our wider simulation programme blend theory through an innovative and disruptive paradigm. The team informed our pedagogic approach from lessons recognised appraised from previous student feedback and our professional networks and experience. This fresh approach structured multiple iterations of timed simulation, as a conduit to enhancing our student’s experience. This succinct review will demonstrate how our design and development process structured achievable solutions, for this complex educational practice, and thus we argue; our pedagogy is an evolving conduit for the advancement of knowledge, addressing a multi-faceted and complex simulation – a hi-fidelity major incident.
Tech Chat: technology mediated learning
Tech Chat: technology mediated learning
In an institution where we place a huge value on our ‘campus premium’ changing our teaching spaces with the investment in the Bournemouth Gateway Building has created buzz and excitement. Enhancing the student experience and building staff confidence to ‘blend’ the best of face-to-face and online delivery is at the heart of the Tech Chat series. Designed as a collaboration between FLIE expert practice and Faculty digital pedagogic expertise, the Tech Chat hosts live discussions; shares good pedagogic design; shows ‘how to’ work with a range of online learning tools; offers immediate demonstrations ‘in situ’; promotes the FLIE digital pedagogy framework and offers staff a ‘safe space’ to practice in and most importantly, to build confidence.
Coming out of Covid, in the Faculty of Health and Social Sciences our technology/pedagogic response has been underpinned by the humansing values of Todres et al (2009); building value-based communities of practice (Holley et al (2021) and Vygotsky’s (1978) conceptualisation of the Zone of Proximal Development. Vygotsky’s ideas support socially constructed learning, especially when mediated by technology. We were influenced by Cook (2010) who proposed an extension of Vygotsky's concepts to explain how learners collaborate, using tools to mediate learning (mobile phones, augmented reality, language). This approach underpinned the technology-mediated problem solving where learners (in this case staff) participated in new contexts for learning.
This presentation will showcase some best practice examples of the new contexts for learning.
References:
Cook, J. (2010) ‘Mobile phones as mediating tools within augmented contexts for development’, International Journal of Mobile and Blended Learning,2(3), pp.1-12.https://doi.org/10.4018/jmbl.2010070101.
Holley, D., Quinney, A. and Moran, J. (2021) “Building a values-based community of practice in Nursing Sciences during the Covid-19 pandemic ”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.745.
Todres, L., Galvin, K.T. and Holloway, I., 2009. The humanization of healthcare: A value framework for qualitative research. International Journal of Qualitative Studies on Health and well-being, 4(2), pp.68-77.
Vygotsky, L. (1978). Mind in Society. In: Cole, M., (Ed.) The development of higher psychological processes. Cambridge MA: Harvard University Press.
Creating a culture for learning
This document discusses various approaches to creating a culture of learning used in a nursing department. These approaches include Lego Serious Play, open letters to policymakers, cinenurducation which is creating educational movies, dual coding which is writing in pictures, and bite size learning. Other initiatives discussed are using teddy bears in children's nursing, AI bots as teaching tools, 360 filming with nursing students, checklists to support literature reviews, walking seminars, using storyboards and collages to solve problems, and exploring the impact of drugs. The document provides references to support the different discussed approaches.
Why students engage in simulation and how it prepares them for work
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” (Lee et al 2021).
Employers seek graduates who can demonstrate attributes that organisations require to operate successfully and develop in the future. As students transition out of HE, they should have the ‘abilities and capabilities to maintain employment’ (Asiri et al, 2017 p2). The Jisc Student Experience Report (2022) identified that 43% of students did not perceive their learning materials to be engaging or motivating. Immersive technology and simulation may offer the solution to this disconnect. In health sciences (HEE 2020), simulation is an established signature pedagogy and is being increasingly developed for use in other disciplines such as a business and psychology.
Simulations can be designed for cognitive absorption, the psychological concept of flow and deep absorption in learning, proposed by the Open University (2021). Premised on the innovation of best learning moments the student tasks in these case studies are designed to engender deep involvement, through memorable learning activities. Signature pedagogies (Thompson et at 2012) for professions can provide a means for institutions to achieve the requirements of OfS’s B3 (2022) which values the links between the provider and the employer.
Learning Developers have a pivotal part to play operationalising B3 for their institutions and our workshop invites participants to experience three different types of simulation, a) a business game, b) a mass casualty evacuation and c) embodiment as part of the psychology research unit. Participants will be encouraged to explore the factors that support the successful deployment of these technologies and to share and plan how to deploy these and other technologies in their own contexts.
A manifesto for the metaverse: opportunities and challenges for learning deve...
ALDinHe workshop
Drawing upon a section of the co-created Learning Development (LD) Manifesto, in this workshop we invite participants to come and be creative – and imagine beyond what LDs do now into what LDs may do in the future, inspired by the metaverse. The metaverse is a science fiction hypothetical iteration from the book ‘Snow Crash’ (Stephenson 1992) set in a near future where the global political structure has collapsed (!), a tiny number of super-corporations control most aspects of life, and the rich spend their time in the metaverse.
Today the metaverse is the Facebook owned platform Meta, which Mark Zuckerberg explains as “an embodied internet where you’re in the experience, not just looking at it”. Rather than our current 2D, screen-based internet, the metaverse will be a 3D virtual space, accessed by either a VR headset or AR (augmented reality) glasses, which superimpose a layer of digital information on top of the visible world. What impact might this have on LD practices, knowledge and beliefs? The metaverse is highly contentious and we invite LDs to take the challenge, look to possible futures and its potential value to the sector. Will it promote and enhance equality, diversity and inclusion?
We will invite participants (who will work in teams) to co-create a #Take5 blogpost with us from our mapping and debates
No technology needed for the session, and no previous knowledge of the metaverse
===our manifesto===
What does Learning Development do?
It contextualises, embeds and maps knowledge, and contributes to learning gain
It teaches how to learn and scaffolds learning
It widens opportunity, not participation; it can trouble what we mean by participation
It infiltrates throughout the university and operates in a 3rd space, connecting and
collaborating with the wider community
It works with the hidden curriculum
It legitimises the different forms of knowledge our students have
It levels the playing field and widens the academy
Recognition for learning developers
This document discusses requirements for two teaching recognition awards: the Principal Fellowship of the Higher Education Academy (PFHEA) and National Teaching Fellowship (NTF).
It provides an overview of the evidence needed for each award, including demonstrating strategic leadership and commitment to enhancing student learning for the PFHEA, and individual excellence, raising teaching profiles, and developing excellence for the NTF.
The document also shares examples of evidence that supported applications for these awards, such as impact of strategies to reduce student disadvantage, use of technology enhancing experience, and disseminating best practices. It prompts discussion of aspects of others' teaching practice that could provide award-worthy evidence.
Why students engage in simulation and how it prepares them for work
ALDinHE workshop
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” (Lee et al 2021).
Employers seek graduates who can demonstrate attributes that organisations require to operate successfully and develop in the future. As students transition out of HE, they should have the ‘abilities and capabilities to maintain employment’ (Asiri et al, 2017 p2). The Jisc Student Experience Report (2022) identified that 43% of students did not perceive their learning materials to be engaging or motivating. Immersive technology and simulation may offer the solution to this disconnect. In health sciences (HEE 2020), simulation is an established signature pedagogy and is being increasingly developed for use in other disciplines such as a business and psychology.
Simulations can be designed for cognitive absorption, the psychological concept of flow and deep absorption in learning, proposed by the Open University (2021). Premised on the innovation of best learning moments the student tasks in these case studies are designed to engender deep involvement, through memorable learning activities. Signature pedagogies (Thompson et at 2012) for professions can provide a means for institutions to achieve the requirements of OfS’s B3 (2022) which values the links between the provider and the employer.
Learning Developers have a pivotal part to play operationalising B3 for their institutions and our workshop invites participants to experience three different types of simulation, a) a business game, b) a mass casualty evacuation and c) embodiment as part of the psychology research unit. Participants will be encouraged to explore the factors that support the successful deployment of these technologies and to share and plan how to deploy these and other technologies in their own contexts.
Simulation theory briefing paper (ALDinHE Conference 2023)
Simulation Theory Briefing paper: ‘best learning moments’, ‘flow’, ‘cognitive absorption’ and the ‘Zone of Professional Development’ to accompany the ALDinHE conference 2023 workshop ‘Why students engage in simulation and how it prepares them for work’, 13 June 2023.
*Dr Ben Goldsmith, (FLIE) Dr David Biggins (BuBS), Professor Debbie Holley (FHSS)
Technostress and the student experience
Internal webinar to support new academic writers
Debbie Holley shares her and David Biggins work on learning design and student 'technostress' which challenges our assumptions about the online spaces students choose to learn - especially in regard to Virtual Learning Environments. What do they prefer and how can we help them? This talk will offers insights into accessing and interpreting data in ways that are more useful for academics, learning developers, and learning designers, and suggests ways in which we can effectively frame student support by putting the ‘real’ student experience at the centre of our practice.
Original citation
Biggins, D and Holley, D. (2023). Designing for student wellbeing: Challenging assumptions about where our students learn. Journal of Learning Development in Higher Education. https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/938
Harnessing the Blend: Creating authentic learning experiences
Keynote IGPP Online Conference
Assessing the benefits of Blended Learning in Higher Education.
Recent research from the Office for Students (OfS) highlighted the positive aspects of blended learning in higher education. In their 2022 report, OfS stated 79% of UK university students were satisfied with blended learning. Furthermore, the combination of in-person and online teaching and learning in higher education enables flexibility in physical attendance and allows greater accessibility for students. This supports students who have caring responsibilities and those in need of reasonable adjustments where exclusive physical or virtual attendance may adversely impact them. Blended learning has been further identified as a new way of bridging the gap in the higher education system by engaging better with underrepresented students.
However, OfS found that 1 in 5 students in 2022 reported dissatisfaction with blended learning. One reason for dissatisfaction is the worry of ‘content overload’ on some courses where some students reported receiving more content online than is manageable within the working week. The overloading risks reduction in course quality and student satisfaction that should be at the heart of students journeys in higher education. This highlights the need for conversations around blended learning to understand the ways it can be improved to better support both staff and students.
Assessing the Benefits of Blended Learning in Higher Education brings together key stakeholders in higher education to learn how to deliver blended learning to maximise the benefit for students and staff and create a more productive, inclusive, and fair environment.
Metaphor (money) and Metaverse
A keynote comprising a discussion of aspects of the metaverse by exploring concepts through metaphor.
Key References:
Ball, M., 2022. The metaverse: and how it will revolutionize everything. Liveright Publishing.
McKinsey and Company. (2021). Defining the skills citizens will need in the future world of work Available at: https://www.mckinsey.com/industries/public-and-social-sector/our-insights/defining-the-skills-citizens-will-need-in-the-future-world-of-work
Metaverse https://mvs.org/
State of XR and Immersive Learning: https://immersivelrn.org/pages/state-of-xr-immersive-learning
Stephenson, N., 2003. Snow crash: A novel. Spectra.
"The future is human, and the future of learning is immersive": discuss
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds”
State of XR and Immersive Learning Outlook Report (2021)
What promises can technology offer us and those we educate? In this session we will focus on the ‘ metaverse’ a science fiction hypothetical iteration from the book ‘Snow Crash’ (Stephenson 1992) set in a near future where the global political structure has collapsed (!), a tiny number of super-corporations control most aspects of life, and the rich spend their time in the metaverse.
Today the metaverse is the Facebook owned platform Meta, which Mark Zuckerberg explains as “an embodied internet where you’re in the experience, not just looking at it”. Rather than our current 2D, screen-based internet, the metaverse will be a 3D virtual space, accessed by either a VR headset or AR (augmented reality) glasses, which superimpose a layer of digital information on top of the visible world. What impact might this have on our teaching practices, knowledge and beliefs?
References:
Lee, M.J., Georgieva, M., Alexander, B., Craig, E. and Richter, J., 2021. State of XR & immersive learning outlook report 2021. Walnut, CA: Immersive Learning Research Network.
Metaverse: http://mvs.org [accessed 16.03.2023]
Stephenson, N., 2003. Snow crash: A novel. Spectra.
More from debbieholley1 (20)
Evidencing Excellence in teaching, learning and assessment
Evidencing Excellence in teaching, learning and assessment
Visualisation and Simulation for teaching, learning and assessment
Visualisation and Simulation for teaching, learning and assessment
Building digital capability across the university sector
Building digital capability across the university sector
Student reboot 4.0: the affordances of their Brave New World
Student reboot 4.0: the affordances of their Brave New World
Towards a taxonomy of scale: a sustainable approach
Towards a taxonomy of scale: a sustainable approach
The Brave New World of the University of Bedfordshire (v4.0)
The Brave New World of the University of Bedfordshire (v4.0)
Creating authentic learning environments: An evaluation of Godzilla (II) the...
Creating authentic learning environments: An evaluation of Godzilla (II) the...
Why students engage in simulation and how it prepares them for work
Why students engage in simulation and how it prepares them for work
A manifesto for the metaverse: opportunities and challenges for learning deve...
A manifesto for the metaverse: opportunities and challenges for learning deve...
Why students engage in simulation and how it prepares them for work
Why students engage in simulation and how it prepares them for work
Simulation theory briefing paper (ALDinHE Conference 2023)
Simulation theory briefing paper (ALDinHE Conference 2023)
Harnessing the Blend: Creating authentic learning experiences
Harnessing the Blend: Creating authentic learning experiences
"The future is human, and the future of learning is immersive": discuss
"The future is human, and the future of learning is immersive": discuss
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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
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