Collaborative design active lectures.ppt
•Download as PPTX, PDF•
0 likes•1,304 views
Try the Curriculum Design Studio collaborative method and learn how to incorporate Active Lectures in your course.
Report
Share
Report
Share
Recommended
Scale up project
This document summarizes a SCALE-UP project piloted at Sheffield Hallam University. SCALE-UP is an active learning pedagogy where students work in groups on conceptual exercises and problems. The university piloted SCALE-UP in 13 subjects across 7 schools with 37 instructors and found mostly positive results. Students reported high satisfaction with SCALE-UP modules and signs of improved problem-solving, understanding, and expectations. Instructors found benefits but that careful planning is needed for group work, resources, and pre-class activities. The university aims to evaluate conditions needed for wider SCALE-UP implementation and impacts on learning given mixed approaches and constraints generating conclusive data.
Active lecture
The document discusses strategies for making lectures more interactive and active. It suggests using technology like polling systems and backchannel discussions to check understanding and get student feedback during lectures. It also provides examples of how to encourage student discussion and debate within lectures, both with and without technology. The document advocates adding more interactivity and engagement to lectures to address criticisms that they can be passive and hinder deep learning. It provides references and further reading on topics like flipped classrooms and backchannel communication.
Portfolio based assessments
With illustrative examples from practice and an exploration of possible advantages of using portfolio-based assessment.
Panel Session: Approaches to Peer Observation in Navitas
Peer observation is a ‘curriculum conversation’ that encourages the sharing of teaching ideas and reflection. So how does this work at Navitas and how can it improve the quality of teaching and learning?
Scenario Based Learning Workshop
A brief view of the Scenario Based Learning and Computational Thinking model of developing lessons created in partnership with a number of universities during the ASSECT NSF grant.
Tlc november session nov 16 with curriculum
The document outlines an agenda for a literacy consultation meeting bringing together coaches and teacher-librarians. The agenda includes discussing essential classroom literacy practices, sharing survey results on implementation of practices, and forming inquiry questions and action plans to improve support for student literacy needs. Participants will collaborate to develop shared understanding of practices and support networks.
Growing or Enhancing Your Program Based on Sound Development Decisions
This document provides guidance on making sound, rational decisions when growing or enhancing an English language program. It discusses common challenges to rational decision-making like confirmation bias and availability heuristic. It then outlines a five-step program planning process: 1) conducting an environmental scan, 2) completing a SWOT analysis, 3) using the Ansoff matrix to evaluate opportunities, 4) reviewing opportunities against financial, mission and resource criteria, and 5) preparing proposals. Worksheets and examples are provided to help apply these tools to real opportunities. The presenters aim to help participants make program choices based on objective analysis rather than emotional reactions.
Scholarship of Teaching and Learning
This document provides an overview of Scholarship of Teaching and Learning (SoTL). It defines SoTL as research on effective teaching practices within one's own classroom with the goal of improving student learning. SoTL uses qualitative or mixed methods approaches and aims to answer specific research questions about teaching challenges. Though requiring IRB approval, SoTL is considered valid research that can be published and used for tenure. The document outlines starting with a research problem, collecting and analyzing student data, presenting findings at conferences, and publishing in specialized journals to disseminate SoTL research.
Recommended
Scale up project
This document summarizes a SCALE-UP project piloted at Sheffield Hallam University. SCALE-UP is an active learning pedagogy where students work in groups on conceptual exercises and problems. The university piloted SCALE-UP in 13 subjects across 7 schools with 37 instructors and found mostly positive results. Students reported high satisfaction with SCALE-UP modules and signs of improved problem-solving, understanding, and expectations. Instructors found benefits but that careful planning is needed for group work, resources, and pre-class activities. The university aims to evaluate conditions needed for wider SCALE-UP implementation and impacts on learning given mixed approaches and constraints generating conclusive data.
Active lecture
The document discusses strategies for making lectures more interactive and active. It suggests using technology like polling systems and backchannel discussions to check understanding and get student feedback during lectures. It also provides examples of how to encourage student discussion and debate within lectures, both with and without technology. The document advocates adding more interactivity and engagement to lectures to address criticisms that they can be passive and hinder deep learning. It provides references and further reading on topics like flipped classrooms and backchannel communication.
Portfolio based assessments
With illustrative examples from practice and an exploration of possible advantages of using portfolio-based assessment.
Panel Session: Approaches to Peer Observation in Navitas
Peer observation is a ‘curriculum conversation’ that encourages the sharing of teaching ideas and reflection. So how does this work at Navitas and how can it improve the quality of teaching and learning?
Scenario Based Learning Workshop
A brief view of the Scenario Based Learning and Computational Thinking model of developing lessons created in partnership with a number of universities during the ASSECT NSF grant.
Tlc november session nov 16 with curriculum
The document outlines an agenda for a literacy consultation meeting bringing together coaches and teacher-librarians. The agenda includes discussing essential classroom literacy practices, sharing survey results on implementation of practices, and forming inquiry questions and action plans to improve support for student literacy needs. Participants will collaborate to develop shared understanding of practices and support networks.
Growing or Enhancing Your Program Based on Sound Development Decisions
This document provides guidance on making sound, rational decisions when growing or enhancing an English language program. It discusses common challenges to rational decision-making like confirmation bias and availability heuristic. It then outlines a five-step program planning process: 1) conducting an environmental scan, 2) completing a SWOT analysis, 3) using the Ansoff matrix to evaluate opportunities, 4) reviewing opportunities against financial, mission and resource criteria, and 5) preparing proposals. Worksheets and examples are provided to help apply these tools to real opportunities. The presenters aim to help participants make program choices based on objective analysis rather than emotional reactions.
Scholarship of Teaching and Learning
This document provides an overview of Scholarship of Teaching and Learning (SoTL). It defines SoTL as research on effective teaching practices within one's own classroom with the goal of improving student learning. SoTL uses qualitative or mixed methods approaches and aims to answer specific research questions about teaching challenges. Though requiring IRB approval, SoTL is considered valid research that can be published and used for tenure. The document outlines starting with a research problem, collecting and analyzing student data, presenting findings at conferences, and publishing in specialized journals to disseminate SoTL research.
Improving student learning through assessment and feedback in the new higher ...
Improving student learning through assessment and feedback in the new higher ...Learning Development Centre
The document summarizes key points from a book about improving student learning through assessment and feedback. It describes a case study of a program that had many innovative coursework assignments but students did not put in much effort or find the feedback useful. The program lacked formative assessment, had too much assessment variety, and provided feedback too slowly. The document recommends focusing assessment, increasing formative tasks, reducing variety, separating feedback from marks, and ensuring consistency across courses to improve the student experience and learning.Making the leap to consulting
The document summarizes a presentation on making the leap to consulting in TESOL. It introduces five consultants who discussed various topics related to consulting, including marketing services, needs assessment, designing training programs, work-life balance, and business considerations. Attendees then broke into small groups to further discuss the topics. The presenters provided their contact information and examples of their consulting work to facilitate networking.
Close up on film 1.11
This document outlines the requirements for a "Close up on Film" course assignment. Students will be asked to closely analyze selected sequences from a class-watched film. They will identify and explain at least 4 aspects of the film, such as themes, attitudes, audience or visual/verbal features, and how these create meaning or express ideas. Students will analyze techniques used by the director and their purpose and effect. The assignment will be presented as a blog post with an embedded film sequence. Students will be assessed on their understanding and use of evidence to support their analysis.
Instructional Design For Distance Education
This document discusses five key components of instructional design for distance education: humanizing, participation, message delivery, feedback, and evaluation. It provides an overview of why each component is important and suggests techniques for implementing them. Humanizing is about creating rapport and focusing on individuals. Participation increases learning through interaction. Message delivery involves organizing content into clear, varied segments. Feedback and evaluation are vital for communicating understanding and motivating learners. The document advocates designing distance education around these five components to maximize engagement and learning outcomes.
Effective Handout
The document discusses effective strategies for creating and distributing PowerPoint handouts to students. It suggests that handouts can improve learning by structuring study time, encouraging critical thinking, preparing students for lecture, and providing opportunities for active learning. However, handouts should not simply duplicate in-class presentations. Instead, handouts should provide outlines, study guides, questions, and spaces for students to fill in information to encourage engagement with course content outside of class. The document provides tips for using handouts, including distributing them before and during class with different content and structuring lectures to pause and engage students.
The Pecha Kucha Toolkit
Pecha Kucha presentations burst onto the scene in 2003 and have since been adopted and adapted by a wide audience, from the creative industries to the business world and of course, education. Having observed the use of Pecha Kucha in a number of different educational contexts, this practical session examines why the format continues to have relevance for us, and what role it can play in different learning and teaching environments.
This presentation shares a basic Pecha Kucha 'toolkit', structures to explore with your students and teachers, and some ideas you can try tomorrow in your class spaces and staff development.
Assessing Student Learning
This document discusses assessing student learning through various methods. It distinguishes between formative assessment, which aims to improve learning, and summative assessment, which assigns grades. Formative assessment techniques discussed include discussions, self-reflection, and classroom assessment techniques. The document provides an example classroom assessment technique of asking students what the "muddiest point" has been. It concludes by posing questions for the reader to consider about assessment planning and balancing formative and summative approaches.
Gamification Techniques to Engage Students
Gamification in D2L, Leslie Van Wolvelear, Oakton Community College
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
Sue Sheerin Coherent course design: translating your educational vision into ...
The document discusses the importance of coherent course design in aligning an institution's educational vision with classroom implementation. It emphasizes designing courses based on learning outcomes and ensuring continuity between global outcomes, weekly plans, and individual lesson plans. Well-formulated intended learning outcomes should be measurable and specify what learners will be able to do upon completion. The key stages of course design include defining the educational philosophy, objectives, methods, syllabus, schemes of work, assessment procedures, and ensuring plans are implemented in lessons.
Organic Online Discussions: Advantages and Implementation Tips
Organic Online Discussions: Advantages and Implementation Tips (5pm–5:45pm ET)
Presenter: Beth René Roepnack, eCampus, University System of Georgia
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
A Toolkit for New Professionals (June 2014)
The document outlines an all-day toolkit for new professionals. It covers a range of topics to help participants effectively manage their workload, time, and prioritization. It also provides guidance on problem solving, using resources, communication, career development, and working with others. The goal is for participants to leave with practical tools and techniques to apply in their own workplaces. A variety of exercises and group activities are included throughout the day's agenda.
Active learning facilitation cycle
Active learning techniques involve a structured facilitation cycle with steps before, during, and after the activity. In the pre stage, the instructor prepares materials and student groups. They explain the activity and have students review required materials. During the activity, students perform tasks while the instructor facilitates, monitors time, and guides progress. In the post stage, students prepare any deliverables while the instructor leads reflection to tie the activity back to course content and purpose.
Assessing Student Learning
This document discusses assessing student learning through evaluations and assessments. It distinguishes between informal assessments that make inferences about student learning through perceptions and reflections, and formal assessments that directly measure student performance and demonstration of learning. The document outlines formative assessments that improve learning by identifying strengths and weaknesses, and summative assessments that gauge understanding of a unit or course. Examples of formative and summative assessments are provided, as well as tips for developing rubrics and tying assessments to learning outcomes to effectively evaluate student learning.
Universal Design for Learning
The document discusses the principles of Universal Design for Learning (UDL), which was developed in the late 1990s to improve teaching and learning for all students. UDL provides guidelines for representation, expression, and engagement. For representation, it suggests providing multiple means of representation, expression, and engagement. This includes offering alternatives for perception, language and symbols, and comprehension. The guidelines also suggest providing multiple means of expression and engagement to support learning.
Engaging Students On ground & Online
Presentation for Baptist College of Health Sciences. Focuses on strategies for course organization, discussions, and technology integration.
PCAP, Activity 8. A worked example for History
The document discusses teaching and learning practices in history. It proposes six methods: lectures, exams, multiple choice questions, critical analysis of sources, activities that require reflection on historiography, and long independent investigations like dissertations. However, it notes some limitations with these methods. They may seem dull, passive, and not provide guidance on how to prepare students. Additionally, the methods may not engage with employability or be practical to implement authentically. The document considers potential responses from colleagues and the author's own preferred teaching approaches.
Heather Ward, pICT Faculty Fellow 2006
The document outlines a 4-phase class structure that discusses journalism principles and their practical application. It then discusses problems with the previous project implementation, which did not fully meet the goals of developing analytical skills or learning diverse perspectives. Possible solutions are explored, and a new technology-based solution is proposed. The proposed solution involves students writing portions of an essay on a principle and context issue. The full essay would be posted online for all students to read and complete a quiz on, in order to better meet the class goals.
New SP coaching for induction 1 2013
This document summarizes a training for new support providers in the San Jose Unified School District. The goal of the training is to build the support providers' mentoring skills to empower participating teachers to grow. The training covers using different stances on a continuum of learning focused interactions to have different types of conversations with teachers. It also discusses using invitational language to open up teachers' thinking when mentoring. Support providers practice developing questions using different language stems and cognitive verbs for different stances along the continuum.
Getting your thesis done iw
This document provides tips for completing a thesis from Dr. Ian Willis and EdD graduates. It discusses establishing support systems, developing a strong relationship with supervisors, creating a detailed completion plan, and establishing a regular writing routine. Some key tips include setting small, achievable writing goals like writing two paragraphs per day, addressing signs of lack of progress or procrastination, ensuring terms are clearly defined, and maintaining a balance between study and other priorities to support completion.
CUR/528 Assessing student learning
This document discusses assessing student learning through various types of assessments. It defines assessment as an ongoing process to understand how students learn best and how to improve learning. Three main types of assessments are discussed: course-level assessments based on grades and assignments, program-level assessments using embedded assignments and capstones, and general education assessments across multiple courses. Examples of assessments used by organizations are given, such as performance assessments observing skills and written responses requiring student writing. References are provided on assessing student learning and assessment options.
Workshop Presentation Template
This workshop uses reflective tools like timelines and theme cards to help staff design effective curriculum. Participants work in small groups to choose a curriculum design objective, select a theme, and map principles from theme cards to a student timeline to address their objective. Examples on the backs of the cards provide ideas to consider. The workshop concludes with groups formulating plans, agreeing on action points, and sharing their work to get feedback.
Viewpoints Assessment and Feedback workshop 25th March 2011
The document summarizes a workshop about assessment and feedback using the Viewpoints process. The workshop aimed to: 1) introduce participants to Viewpoints resources and examples of their use; 2) have participants work in groups to apply the assessment and feedback tools to challenges at the module and course level; 3) share outputs and plans for improving assessment and feedback strategies. Participants engaged in tasks to analyze assessment methods, select principles, map strategies, and develop implementation plans to address assessment issues. The goals were to help educators strengthen assessment and feedback practices.
More Related Content
What's hot
Improving student learning through assessment and feedback in the new higher ...
Improving student learning through assessment and feedback in the new higher ...Learning Development Centre
The document summarizes key points from a book about improving student learning through assessment and feedback. It describes a case study of a program that had many innovative coursework assignments but students did not put in much effort or find the feedback useful. The program lacked formative assessment, had too much assessment variety, and provided feedback too slowly. The document recommends focusing assessment, increasing formative tasks, reducing variety, separating feedback from marks, and ensuring consistency across courses to improve the student experience and learning.Making the leap to consulting
The document summarizes a presentation on making the leap to consulting in TESOL. It introduces five consultants who discussed various topics related to consulting, including marketing services, needs assessment, designing training programs, work-life balance, and business considerations. Attendees then broke into small groups to further discuss the topics. The presenters provided their contact information and examples of their consulting work to facilitate networking.
Close up on film 1.11
This document outlines the requirements for a "Close up on Film" course assignment. Students will be asked to closely analyze selected sequences from a class-watched film. They will identify and explain at least 4 aspects of the film, such as themes, attitudes, audience or visual/verbal features, and how these create meaning or express ideas. Students will analyze techniques used by the director and their purpose and effect. The assignment will be presented as a blog post with an embedded film sequence. Students will be assessed on their understanding and use of evidence to support their analysis.
Instructional Design For Distance Education
This document discusses five key components of instructional design for distance education: humanizing, participation, message delivery, feedback, and evaluation. It provides an overview of why each component is important and suggests techniques for implementing them. Humanizing is about creating rapport and focusing on individuals. Participation increases learning through interaction. Message delivery involves organizing content into clear, varied segments. Feedback and evaluation are vital for communicating understanding and motivating learners. The document advocates designing distance education around these five components to maximize engagement and learning outcomes.
Effective Handout
The document discusses effective strategies for creating and distributing PowerPoint handouts to students. It suggests that handouts can improve learning by structuring study time, encouraging critical thinking, preparing students for lecture, and providing opportunities for active learning. However, handouts should not simply duplicate in-class presentations. Instead, handouts should provide outlines, study guides, questions, and spaces for students to fill in information to encourage engagement with course content outside of class. The document provides tips for using handouts, including distributing them before and during class with different content and structuring lectures to pause and engage students.
The Pecha Kucha Toolkit
Pecha Kucha presentations burst onto the scene in 2003 and have since been adopted and adapted by a wide audience, from the creative industries to the business world and of course, education. Having observed the use of Pecha Kucha in a number of different educational contexts, this practical session examines why the format continues to have relevance for us, and what role it can play in different learning and teaching environments.
This presentation shares a basic Pecha Kucha 'toolkit', structures to explore with your students and teachers, and some ideas you can try tomorrow in your class spaces and staff development.
Assessing Student Learning
This document discusses assessing student learning through various methods. It distinguishes between formative assessment, which aims to improve learning, and summative assessment, which assigns grades. Formative assessment techniques discussed include discussions, self-reflection, and classroom assessment techniques. The document provides an example classroom assessment technique of asking students what the "muddiest point" has been. It concludes by posing questions for the reader to consider about assessment planning and balancing formative and summative approaches.
Gamification Techniques to Engage Students
Gamification in D2L, Leslie Van Wolvelear, Oakton Community College
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
Sue Sheerin Coherent course design: translating your educational vision into ...
The document discusses the importance of coherent course design in aligning an institution's educational vision with classroom implementation. It emphasizes designing courses based on learning outcomes and ensuring continuity between global outcomes, weekly plans, and individual lesson plans. Well-formulated intended learning outcomes should be measurable and specify what learners will be able to do upon completion. The key stages of course design include defining the educational philosophy, objectives, methods, syllabus, schemes of work, assessment procedures, and ensuring plans are implemented in lessons.
Organic Online Discussions: Advantages and Implementation Tips
Organic Online Discussions: Advantages and Implementation Tips (5pm–5:45pm ET)
Presenter: Beth René Roepnack, eCampus, University System of Georgia
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
A Toolkit for New Professionals (June 2014)
The document outlines an all-day toolkit for new professionals. It covers a range of topics to help participants effectively manage their workload, time, and prioritization. It also provides guidance on problem solving, using resources, communication, career development, and working with others. The goal is for participants to leave with practical tools and techniques to apply in their own workplaces. A variety of exercises and group activities are included throughout the day's agenda.
Active learning facilitation cycle
Active learning techniques involve a structured facilitation cycle with steps before, during, and after the activity. In the pre stage, the instructor prepares materials and student groups. They explain the activity and have students review required materials. During the activity, students perform tasks while the instructor facilitates, monitors time, and guides progress. In the post stage, students prepare any deliverables while the instructor leads reflection to tie the activity back to course content and purpose.
Assessing Student Learning
This document discusses assessing student learning through evaluations and assessments. It distinguishes between informal assessments that make inferences about student learning through perceptions and reflections, and formal assessments that directly measure student performance and demonstration of learning. The document outlines formative assessments that improve learning by identifying strengths and weaknesses, and summative assessments that gauge understanding of a unit or course. Examples of formative and summative assessments are provided, as well as tips for developing rubrics and tying assessments to learning outcomes to effectively evaluate student learning.
Universal Design for Learning
The document discusses the principles of Universal Design for Learning (UDL), which was developed in the late 1990s to improve teaching and learning for all students. UDL provides guidelines for representation, expression, and engagement. For representation, it suggests providing multiple means of representation, expression, and engagement. This includes offering alternatives for perception, language and symbols, and comprehension. The guidelines also suggest providing multiple means of expression and engagement to support learning.
Engaging Students On ground & Online
Presentation for Baptist College of Health Sciences. Focuses on strategies for course organization, discussions, and technology integration.
PCAP, Activity 8. A worked example for History
The document discusses teaching and learning practices in history. It proposes six methods: lectures, exams, multiple choice questions, critical analysis of sources, activities that require reflection on historiography, and long independent investigations like dissertations. However, it notes some limitations with these methods. They may seem dull, passive, and not provide guidance on how to prepare students. Additionally, the methods may not engage with employability or be practical to implement authentically. The document considers potential responses from colleagues and the author's own preferred teaching approaches.
Heather Ward, pICT Faculty Fellow 2006
The document outlines a 4-phase class structure that discusses journalism principles and their practical application. It then discusses problems with the previous project implementation, which did not fully meet the goals of developing analytical skills or learning diverse perspectives. Possible solutions are explored, and a new technology-based solution is proposed. The proposed solution involves students writing portions of an essay on a principle and context issue. The full essay would be posted online for all students to read and complete a quiz on, in order to better meet the class goals.
New SP coaching for induction 1 2013
This document summarizes a training for new support providers in the San Jose Unified School District. The goal of the training is to build the support providers' mentoring skills to empower participating teachers to grow. The training covers using different stances on a continuum of learning focused interactions to have different types of conversations with teachers. It also discusses using invitational language to open up teachers' thinking when mentoring. Support providers practice developing questions using different language stems and cognitive verbs for different stances along the continuum.
Getting your thesis done iw
This document provides tips for completing a thesis from Dr. Ian Willis and EdD graduates. It discusses establishing support systems, developing a strong relationship with supervisors, creating a detailed completion plan, and establishing a regular writing routine. Some key tips include setting small, achievable writing goals like writing two paragraphs per day, addressing signs of lack of progress or procrastination, ensuring terms are clearly defined, and maintaining a balance between study and other priorities to support completion.
CUR/528 Assessing student learning
This document discusses assessing student learning through various types of assessments. It defines assessment as an ongoing process to understand how students learn best and how to improve learning. Three main types of assessments are discussed: course-level assessments based on grades and assignments, program-level assessments using embedded assignments and capstones, and general education assessments across multiple courses. Examples of assessments used by organizations are given, such as performance assessments observing skills and written responses requiring student writing. References are provided on assessing student learning and assessment options.
What's hot (20)
Improving student learning through assessment and feedback in the new higher ...
Improving student learning through assessment and feedback in the new higher ...
Sue Sheerin Coherent course design: translating your educational vision into ...
Sue Sheerin Coherent course design: translating your educational vision into ...
Organic Online Discussions: Advantages and Implementation Tips
Organic Online Discussions: Advantages and Implementation Tips
Similar to Collaborative design active lectures.ppt
Workshop Presentation Template
This workshop uses reflective tools like timelines and theme cards to help staff design effective curriculum. Participants work in small groups to choose a curriculum design objective, select a theme, and map principles from theme cards to a student timeline to address their objective. Examples on the backs of the cards provide ideas to consider. The workshop concludes with groups formulating plans, agreeing on action points, and sharing their work to get feedback.
Viewpoints Assessment and Feedback workshop 25th March 2011
The document summarizes a workshop about assessment and feedback using the Viewpoints process. The workshop aimed to: 1) introduce participants to Viewpoints resources and examples of their use; 2) have participants work in groups to apply the assessment and feedback tools to challenges at the module and course level; 3) share outputs and plans for improving assessment and feedback strategies. Participants engaged in tasks to analyze assessment methods, select principles, map strategies, and develop implementation plans to address assessment issues. The goals were to help educators strengthen assessment and feedback practices.
Planning a report
This document provides guidance on planning a report. It discusses analyzing the brief, conducting research and planning, and writing a plan. The key stages are:
1) Analyzing the brief to understand the topic, purpose, and key issues;
2) Researching and planning, which involves developing aims and objectives, taking notes, and organizing information;
3) Creating a writing plan with an outline and paragraph structure for each section to show evidence and meaning. Effective planning is essential for clearly communicating the findings of an investigation.
Planning a report
Planning is essential for writing a clear and logical report. The document outlines the stages of planning a report which include:
1) Analyzing the brief to understand the purpose and key issues;
2) Conducting research and planning by developing aims, taking notes, and organizing information;
3) Creating a writing plan with an outline and paragraph structure for each section.
Creativity workshop - Hospitality and Tourism Management
1) The document summarizes a workshop on curriculum design creativity and innovation. The workshop used activities and prompts to encourage reflection on curriculum design.
2) Participants worked in groups to identify challenges and objectives, choose strategies from cards, and develop plans to address their objectives. Examples addressed improving assessments, engagement, and information skills.
3) Feedback was positive, and next steps include refining the workshop format and developing an online version to promote curriculum design tools.
Introducing the design studio
The document introduces a Design Studio approach to curriculum design that is highly collaborative. It involves forming multidisciplinary design teams that work through a structured process and use "lenses" or themes to approach the module design. The teams map assessment strategies and other examples from theme cards to a module timeline worksheet. This approach aims to create an engaging and innovative teaching experience through a consistent and supported design process.
Course Level Revalidation workshop, School of Computing and Mathematics, 20/0...
Course Level Revalidation workshop, School of Computing and Mathematics, 20/0...Viewpoints, University of Ulster
The document outlines a Viewpoints workshop about using curriculum design tools to promote effective course development. The workshop includes an introduction to Viewpoints, which provides reflective tools using a learner timeline. Participants work through tasks to select principles, map them to a timeline, and identify implementation ideas to achieve objectives like retention or graduate qualities. The goals are to establish shared meanings, facilitate discussions, and collaboratively develop workshop outputs. Benefits include forming the basis for assessment strategies and providing resources for future planning.Student Centered
This document provides an overview of planning for a university course. It discusses the importance of developing learning objectives and outcomes, and distinguishing between different levels of learning based on Bloom's taxonomy. It also compares content-centered and student-centered models of course planning, noting that the latter focuses on what students should be able to do upon completing the course rather than just covering content. The document provides examples of writing measurable learning outcomes and evaluating textbooks. It stresses the importance of planning instruction by dividing a course into manageable pieces and integrating various assessment elements.
TFL Development Programme - 18th April 2011
This workshop was delivered on 18th April 2011 at the TFL Development Programme Residential at the Rosspark Hotel in Ballymena. The theme of the Programme was 'Student Engagement' and there were 3 project teams from the University of Ulster exploring this theme.
Introducing the design studio
Workshop presentation for the taster introduction to the curriculum design approach we are developing at Sheffield Hallam University.
Curriculum Design - Economics workshop
This presentation was delivered on the 11th June 2010 as part of a workshop for Economics in the University of Ulster
It included an overview of the work of the Viewpoints project (helping Ulster staff with curriculum design) and an interactive workshop to let staff redesign their assessment and feedback strategy for a course.
Managing your session
This document provides guidance on how to create and manage an effective training session. It discusses defining goals, selecting participants, developing an agenda, managing time, developing content, and closing the session. The key points are to [1] make goals specific, measurable, appropriate, realistic and time-bound; [2] invite relevant participants and send the agenda in advance; and [3] stick to the agenda, emphasize key points, and leave time for questions. The overall message is that preparation, time management, and participant engagement are essential to a successful training.
Learning design in the open e la 2013
eLearning Africa 2013, Namibia
Pre-conference workshop:
Learning Design in the Open - Rethinking our course design for tomorrow's learners
TLC2016 - Using badges to motivate and engage students
Presenter: Inger-Marie Falgren Christensen
Organisation: University of Southern Denmark
Description: The gap between educational institutions and students is widening. Many institutions maintain traditional methods and adopt new at a slow pace. Some educators and developers are looking to gamification to bridge the gap. This workshop will help participants’ explore the potential of badges in education.
An introduction to badges and the purposes of using these in education will be provided. Ways of integrating badges into courses will be explained. Furthermore, the process of designing and issuing badges in Blackboard Learn will be demonstrated.
Participants will get the opportunity to discuss how badges can be integrated in their context, share examples and design badges for their own students.
How To Prepare A Basic Training Module
This presentation is for those who are very new to Powerpoints and want to learn the art of making effective PPT's. Also the idea behind making a module, per say, is important and this PPT describes the parameters on which a Basic Training Module can be built. These parameters will help the new comers to get an Idea of how to prepare Training Modules
Viewpoints CAMEL meeting - workshop presentation
This presentation is part of an interactive workshop session delivered at the 3rd CAMEL meeting between University of Ulster, University of Strathclyde and Open University. It gives a taster of the Viewpoints Information Skills and Assessment and Feedback workshop sessions.
Viewpoints workshop - CAMEL meeting 27/04/10
A short presentation delivered as part of an interactive workshop session, at the CAMEL meeting between University of Ulster, Strathclyde and Open University. It demonstrates how the workshop session would work, using the Assessment and Feedback and Information Skills strands
Session Objectives & Assessment for Learning
This document provides information on setting objectives, assessing learning, and using assessment for learning (AFL) strategies in teaching. It includes:
1. A discussion of the importance of setting objectives and having students articulate their thinking before answering questions.
2. Examples of AFL strategies like using traffic light cards, bouncing answers around the room, and peer marking to assess understanding.
3. Guidance on writing clear, differentiated objectives and avoiding vague language. Activities are included for groups to critique one another's objectives.
4. A recap of the session's key points and a homework assignment to try an AFL strategy and reflect on its use.
Effective Presentation Skills .pdf
This document provides guidance on developing effective presentation skills. It discusses the key steps in preparing and delivering a presentation, including planning the presentation by determining the audience and goals, preparing the content and structure, practicing with visual aids, and presenting confidently with eye contact and engagement. Specific tips are provided for each step, such as using bullet points and simple designs for slides, varying voice pitch for emphasis, and rehearsing thoroughly. Common challenges like lack of practice and confidence are also addressed, along with factors for a successful presentation like being over-prepared and knowing the topic well.
Edev405 discovery session 21st. October 2015
The document outlines an educational design workshop focused on the design thinking process. It discusses learning design case studies and examples. The workshop covers the discovery stage of the design thinking process, which has three sections: understanding the challenge, preparing research, and gathering inspiration. Activities guide participants through applying the discovery stage to their own challenges or issues of interest. The goal is for participants to capture their thinking in notes to add to wikis and complete an assessment task.
Similar to Collaborative design active lectures.ppt (20)
Viewpoints Assessment and Feedback workshop 25th March 2011
Viewpoints Assessment and Feedback workshop 25th March 2011
Creativity workshop - Hospitality and Tourism Management
Creativity workshop - Hospitality and Tourism Management
Course Level Revalidation workshop, School of Computing and Mathematics, 20/0...
Course Level Revalidation workshop, School of Computing and Mathematics, 20/0...
TLC2016 - Using badges to motivate and engage students
TLC2016 - Using badges to motivate and engage students
More from SHU Learning & Teaching
Peer Review and Enhancement
This document discusses peer review and enhancement (PRE) at Sheffield Hallam University. It explains that PRE is a development commitment for all academic staff focused on personal development through experiential learning. Staff must engage in peer observation and reflection on their teaching practice. Peer observation can cover various teaching activities like lecturing, assessment design, and student engagement strategies. The enhancement process involves four stages: focusing on yourself, your peer, what was found together, and sharing outcomes. Departments will coordinate PRE activities and staff will agree on, undertake, and record PRE before sharing outcomes through appraisal and with peers. More information on the PRE process and resources can be found on the listed blogs.
Assessment rubrics in Blackboard
This document announces a workshop to teach participants how to create rubrics in Blackboard to provide assessment criteria and consistent feedback. The workshop will demonstrate how to build a rubric, associate it with assignments, use it to give feedback and view statistics. Attendees will learn how rubrics display expectations, can be reused across courses, and allow students to see grading criteria and how they met standards.
Writing Assessment Criteria and Performance Indicators - what & how?
This document provides guidance on writing assessment criteria and performance indicators to effectively evaluate student work. It discusses:
- The purpose and intended outcomes of developing criteria and indicators aligned to learning outcomes.
- How to structure criteria using active verbs from outcomes and descriptive nouns, and to write threshold, differentiated performance indicators using appropriate adjectives.
- Best practices like ensuring criteria sets are coherent, clear, and manageable, and getting feedback from peers on created criteria and indicators.
On Constructive Alignment - what & how?
This short presentation introduces the concept of Constructive Alignment. The idea underpins the design of assessment, learning and teaching to ensure they work in balance.
Being an Academic Advisor
This document provides an overview and objectives for an online tutorial on being an academic advisor at Sheffield Hallam University. It discusses the key principles and practices of academic advising, including:
1) Ensuring every student has a single named academic advisor for consistent support throughout their course. Advisors monitor academic progression, personal development, and professional development.
2) Academic advising is part of a three-pronged student support strategy along with student support advisors and employability advisors. Advisors must be able to refer students to other services as needed.
3) Nine principles underpin academic advising at the university, including equity, coherence, consistency, and developing trust and respect between advisors and students
Teaching on my course
This document discusses the "4Cs" (Consistency, Confidence, Challenge, and Clarity) of effective course-focused teaching practices. It provides activities for teachers to reflect individually and in groups on ordering the importance of the 4Cs and making commitments to improve in these areas. Teachers are asked to identify quick wins and 3 development focuses to improve student experience and engagement on their courses through teaching strategies that demonstrate the 4Cs. The document also includes questions to prompt discussion around how students review their learning and how formative activities can foster student belonging.
Portfolios for Learning
Course-wide course-long learning
What, Why, How?
Supporting students to make connections from assessment across their course
Academic Advising - What, Why, How?
The document discusses academic advising at Sheffield Hallam University. It outlines that academic advising is one of three dimensions of the university's student support strategy. Academic advisors act as a consistent personal point of contact and signpost students. They ensure students successfully transition through different stages of their course. Academic advising is based on nine principles including equity, consistency, and trust between advisors and students. The document prompts discussion on implementing the university's academic advising model and supporting students in line with the principles.
Use of Rubrics to Support Assessment
The Use of Rubrics to Support Assessment
What, Why, How?
This presentation examines the assessment rubric as a powerful tool to support student engagement, consistent academic practice and high quality feedback.
Project-based Learning
Project-based Learning
What, Why, How?
Project-based learning is an active learning approach in which a student engages in their learning by working through a project usually over the period of a module.
Making feedback count
The document discusses key ideas for producing effective feedback, including integrating feedback into curriculum design, providing timely feedback within 3 weeks, and making feedback clear, focused, supportive, and inclusive of student diversity. It also addresses the importance of developing students' self-evaluation skills and engagement with feedback through dialogue in order to improve learning outcomes. The overall focus is on establishing a learning-oriented framework where feedback helps students to self-regulate and take agency over their learning.
Intergrating Employability
Integrating Employability
Applied Learning
What, Why, How?
This presentation explores the flexible idea of Applied Learning, what it means, why it is important in a course-focused practice context, and what it means to your academic practice.
Group Assessments
This document discusses methods for promoting positive student perceptions of group assessments. It suggests that group assessments can promote peer cooperation, collaboration and learning from others if designed well. Key factors in effective group assessment design include clearly explaining the purpose and benefits, ensuring fairness in criteria and effort, and providing feedback to individual students as well as the group. The document provides questions to guide designing groups, assessments, and feedback to make group work a positive experience for students.
Intergrating Employability
Integrating Employability
3+3 Graduate Attributes
What, Why, How?
This presentation explores the adoption of the 3+3 Graduate Attributes model within your discipline, what it means, why it is important in a course-focused practice context, and what it means to your academic practice.
Formative Assessment
Formative assessment ensures learner engagement by providing feedback to students and staff to help students learn and identify misconceptions. It assesses student progress towards goals through both informal and formal assessment activities integrated with feedback, unlike summative assessment which measures learning through marks. To effectively engage students in formative assessment, it should be student-centered, interesting, and develop their identity and interests in authentically relating their learning to future aspirations through enjoyment and a sense of belonging.
Course-Focused Practice
This document discusses course-focused practice in teaching and outlines some challenges and keys ideas. It notes that focusing too much on individual modules can obscure the bigger picture of the course and lead to poor student attendance, engagement, and sense of belonging. It advocates for a more student-centered approach that enhances course meaning and motivation through active learning, formative assessment, group work, and feedback. Key ideas are making connections within and across modules to improve the learning experience and help students find meaning through connection-making.
Course focused assessment
This document discusses course-focused assessment, which aims to assess students holistically based on the overall course, rather than individual modules. It notes challenges with current assessment practices, including over-emphasis on assessment of learning, poor student engagement, and difficulties providing feedback. Course-focused assessment is presented as a student-centered alternative that designs assessment based on overall course learning outcomes. It allows connections across modules, promotes consistency, and supports students developing their disciplinary identity over time through integrated feedback. The document provides examples of how course-focused assessment can be implemented in practice through collaborative course design and aligning assessments to an authentic learning narrative.
Course wide course-long learning
Course-wide course-long learning
Supporting students to make connections from assessment across their course
What, Why, How?
Transformative Learning - A starter for 10
This presentation by Chris Cutforth, Sheffield Hallam University, was developed to introduce academics to the University's Transformational Learning Special Interest Group. The group is open to all academics and welcomes further contributions. Its purpose is to explore how Transformative Learning (Mezirow) and related ideas can be developed and applied in academic practice.
Inclusive Practice - Evidence: The Sector View
Presented by Professor Geoff Layer at Sheffield Hallam University's "All Inclusive" event at Sheffield Town Hall - 18/01/17
More from SHU Learning & Teaching (20)
Writing Assessment Criteria and Performance Indicators - what & how?
Writing Assessment Criteria and Performance Indicators - what & how?
Recently uploaded
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdMain Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcSouth African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Recently uploaded (20)
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Collaborative design active lectures.ppt
- 1. Andrew Middleton Headof Innovation & ProfessionalDevelopment, QESS @andrewmid Collaborative Design Active Lectures (CC) pimousse3000
- 2. About this session Curriculum Design Studio method Designing ‘lecture time’ Based on a design activity
- 3. Exploring challenges and opportunities together cc US Army Innovation by
- 4. This is a simulation! Discuss your Context Cards and agree the main purpose of your redesign (10 minutes) Space Time Subject Reputation Evaluation Context
- 5. Viewpoints • Principle-based discussion • Use of cards representing principles and key ideas
- 6. Devise a detailed plan to explain exactly what you and the students will do in 'lecture time.' Think about the following questions: Is this for: a ‘one off’ lecture? For all lectures in the module? For practice throughout the course? What are the main challenges to you as lecturer? What are the main challenges to your students? How will you address the challenges? What are the benefits and how will you monitor these? Task: thinking about scope and detail
- 7. Main idea • Spread the cards out, face up • Select one principle each • In turn, explain why you think the principle on the card would help, and why • As a group pick one or two cards to work with
- 8. Whiteboarding - capturing the ideas Stick your selected card(s) on the whiteboard Draw or make notes around the card as you talk Make the key ideas bold and clear so that they photograph well Your 'Academic Lead' should be able to talk through the key ideas Video the 'talk through'
- 9. Viewpoints - developing the detail Discuss the principles... Then turn each card over and look at the ideas Can you apply one or more of these ideas? How?
- 10. Thinking about scope and detail Devise a detailed plan to explain exactly what you and the students will do in 'lecture time.' Think about the following questions: Is this for: a ‘one off’ lecture? For all lectures in the module? For practice throughout the course? What are the main challenges to you as lecturer? What are the main challenges to your students? How will you address the challenges? What are the benefits and how will you monitor these?
Editor's Notes
- 5 minutes
- 5 minutes
- 5 minutes