This document summarizes an open online course called #creativeHE that took place from September to November 2015. The course was facilitated by Chrissi Nerantzi, Sandra Sinfield, Sue Watling, Norman Jackson and Nikos Fachantidis and aimed to help participants reflect on creative teaching and learning. Over the course of 8 weeks, participants engaged with topics like creativity in higher education, play and games, using story, and learning through making. The course utilized various online platforms and tools to foster engagement and sharing of ideas. Participation grew over the duration of the course from 41 members initially to over 100 by the end. The community continued collaborating online after the formal course ended.
Speaker: Scott Hibberson, subject specialist (online learning and the digital student experience), Jisc
This workshop will build confidence to design and deliver a digital curriculum – one that will prepare students to learn successfully in digital settings, and to thrive in a digital world.
Three activities will be introduced and attendees will be encouraged to share ideas about completing them. Participants will then be able to take away the associated resources and complete, reflect on and follow up the activities in their own time.
How can technology help us meet the needs of a wider range of learners?Jisc
Chair: Julia Taylor, subject specialist (accessibility and inclusion), Jisc.
Speakers:
Mike Sharples, The Open University / FutureLearn
Mike Snowden, University of Huddersfield
One of the arguments often made for technology-enhanced learning is that it enables greater flexibility for learners and institutions, enabling learners to vary the mode, pace and place of their learning, and making it easier for non-traditional and geographically distributed students to participate and be supported. In order for this to happen, though, we need to explore new models of provision and delivery, making the most of what technology can offer.
In this workshop presenters from a range of HE providers will share how they design learning opportunities and support that is flexible enough to meet the needs of a wide range of students, and will consider the impact on providers and students.
Delegates will discuss how these insights can be applied in their own situations.
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
What are students' expectations and experiences of technology?Jisc
What are students’ expectations and experiences of their digital environment?
Universities and colleges are increasingly working in partnership with their students on the development of their digital environment and content. As a result, students experience a digitally enabled learning experience which better meets their needs and offers them the digital skills they require for the workplace.
But do we really know how students are using technology and do they use the digital content provided or do they find their own from the wealth of resources available online?
This interactive workshop will provide participants with an overview of innovative approaches colleges and universities are using to gather their students’ views on digital and how they are they are using the data collected to inform the development of their digitally enhanced learning and teaching provision.
Preparing staff and students to be digitally ready - Connect More Bristol 2017Jisc
Speaker: Christine Percival, digital fluency manager, information system services, Lancaster University.
Lancaster University has the ambition and strategic vision to succeed on a global scale. Over the past two years, Lancaster University has worked on improving the digital capabilities of staff so they have the digital knowledge that’s required to teach and work at the university, as well as to develop students digital skills to improve their employability as a graduate.
This session will provide an overview of the journey so far and look in more detail at some of the projects and current activities that are making an impact on staff and student digital skills.
Speaker: Scott Hibberson, subject specialist (online learning and the digital student experience), Jisc
This workshop will build confidence to design and deliver a digital curriculum – one that will prepare students to learn successfully in digital settings, and to thrive in a digital world.
Three activities will be introduced and attendees will be encouraged to share ideas about completing them. Participants will then be able to take away the associated resources and complete, reflect on and follow up the activities in their own time.
How can technology help us meet the needs of a wider range of learners?Jisc
Chair: Julia Taylor, subject specialist (accessibility and inclusion), Jisc.
Speakers:
Mike Sharples, The Open University / FutureLearn
Mike Snowden, University of Huddersfield
One of the arguments often made for technology-enhanced learning is that it enables greater flexibility for learners and institutions, enabling learners to vary the mode, pace and place of their learning, and making it easier for non-traditional and geographically distributed students to participate and be supported. In order for this to happen, though, we need to explore new models of provision and delivery, making the most of what technology can offer.
In this workshop presenters from a range of HE providers will share how they design learning opportunities and support that is flexible enough to meet the needs of a wide range of students, and will consider the impact on providers and students.
Delegates will discuss how these insights can be applied in their own situations.
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
What are students' expectations and experiences of technology?Jisc
What are students’ expectations and experiences of their digital environment?
Universities and colleges are increasingly working in partnership with their students on the development of their digital environment and content. As a result, students experience a digitally enabled learning experience which better meets their needs and offers them the digital skills they require for the workplace.
But do we really know how students are using technology and do they use the digital content provided or do they find their own from the wealth of resources available online?
This interactive workshop will provide participants with an overview of innovative approaches colleges and universities are using to gather their students’ views on digital and how they are they are using the data collected to inform the development of their digitally enhanced learning and teaching provision.
Preparing staff and students to be digitally ready - Connect More Bristol 2017Jisc
Speaker: Christine Percival, digital fluency manager, information system services, Lancaster University.
Lancaster University has the ambition and strategic vision to succeed on a global scale. Over the past two years, Lancaster University has worked on improving the digital capabilities of staff so they have the digital knowledge that’s required to teach and work at the university, as well as to develop students digital skills to improve their employability as a graduate.
This session will provide an overview of the journey so far and look in more detail at some of the projects and current activities that are making an impact on staff and student digital skills.
Equipping the researcher - patterns in the UK and USJisc
UK and US academic practices – Christine Wolff, Ithaka S+R and David Prosser, RLUK
Digital scholarship centres – Harriet Hemmassi, Brown University and Joan Lippincott, CNI
Software carpentry and software skills and practice – Neil Chue Hong, Software Sustainability Institute
Jisc and CNI conference, 6 July 2016
Twitter is widely used by undergraduate students, and this presentation offers a case study of its adoption to support students on three undergraduate modules. It considers the use of Twitter in-class to facilitate discussion, feedback and collaboration, particularly in large-group teaching, where discussion can be difficult to initiate and make inclusive. It also shows how Twitter provides great opportunities to extend traditional classroom boundaries, considering two ways in which this is so. First, it offers a replacement to email communication that promotes more collaborative, dialogue-based interaction, closer to that which occurs within the face-to-face classroom environment. Second, in so doing, it provides enhanced opportunities for continuous student feedback and intervention-based support. In short, we will see how Twitter encourages student engagement within and between classes, promoting students’ self-led, peer-supported learning.
How you can enhance your efficiency and effectiveness for teaching and learni...Jisc
Led by Sarah Knight, senior co-design manager, Jisc.
With contributions from:
Dave Monk, e-learning development coordinator, Harlow College
Yousef Fouda, group vice-principal, Warwickshire College
Connect more in Nottingham, Tuesday 12 July 2016.
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Speakers:
Dr Clive P L Young, advisory team leader digital education, information services division, UCL
Nataša Perović, digital education adviser, UCL
ABC is an effective and engaging hands-on workshop that has now been trialled with great success over a range of programmes.
In just 90 minutes, using rapid prototyping, teams work together to create a visual ‘storyboard’ outlining the type and sequence of learning activities and highlight assessment and feedback opportunities.
Link into your professional network - Jisc Digifest 2016Jisc
This session will explore how helping teachers to build confidence in their own technical and professional networking skills, showing teachers how to use and become proficient with LinkedIn and how to transfer those skills to students can lead to employment for students.
The session will show case the Learning Futures/Education and Training Foundation funded resources for the FE and skills sector that its is anticipated may be embedded into a future Jisc service that is currently in the R&D phase.
Benchmarking tool: the student digital experienceJisc
Developed collaboratively with the National Union of Students and the Jisc change agents' network.
Taken from our learning and teaching practice experts group meeting on 23 June 2015
Wellbeing and responsibility: a new ethics for digital educatorsHelen Beetham
Slides for Jisc Learning and Teaching Experts' group June 2015 summarising work of Jisc Digital Student project and 'Framing digital capabilities' project. Summarises findings and draws out implications for 'digital wellbeing' as an emerging concern for staff and students.
These PechaKucha style presentations (20 slides at 20 seconds each) from attendees at the event will focus on how they have implemented digital capabilities to enhance learning and teaching at their institutions.
With contributions from:
Julian Bream, Westminster Kingsway College
Lynn Danzig, College of North West London
John Hindmarsh, Westminster Kingsway College
Wendy Peskett, Google certified trainer
Joanna Teague, Oaklands College
Paulo Ribeirinho, product manager for Office 365 Education
Speakers:
Vikki Liogier, head of digital literacy voice and innovation, Epping Forest College
Brad Forsyth, Digital Voice Xpert, Epping Forest College
Jake Forcast, Digital Voice Xpert, Epping Forest College
The aim of the session is to discuss how education institutions and professionals are engaging students in driving digital literacy forward and developing them in becoming 21st-century digital citizens.
Vikki Liogier - head of digital literacy voice and innovation at Epping Forest College will be delivering the workshop with Brad Forsyth and Jake Forecast - two student Digital Voice Xperts at the college. They will be showcasing a number of practices that have been successful in raising student engagement with digital literacy at Epping Forest College.
Flipped classroom or just flippin' technology? - Sarah Davies and Lawrie Phip...Jisc
Where are we now with technology, student experience and organisational change?
A snapshot of some of the key themes and challenges which have emerged through those conversations, and look at some of the approaches that have been taken in the sector to address the issues. We will also consider some of the key change management issues which have surfaced.
Online teaching: overcoming the challenges, 20 October 2020Jisc
There is no one right way to use technology to underpin the curriculum. The range of possibilities can make it difficult for practitioners to know where to start, but as universities and colleges adapt to the new normal of teaching in hybrid environments support is needed to ‘get it right.’
There will be challenges, but you can overcome these if time and resources are directed at the right things. There are lots of misunderstandings about what it means to use technology to support teaching, learning and assessment. Academic staff need to approach the challenge with an awareness of those misconceptions as well as with a critical and creative mindset.
This webinar will showcase examples of how universities and colleges are currently adapting to provide flexible approaches to learning using digital. The focus will be on what lessons we have learned over the last six months and how we can make online learning a transformative experience for learners, rather than a deficit model.
Identifying and driving change in partnership with students - Simon walker, M...Jisc
Jisc has supported the creation of a UK wide Change Agents Network to support staff and students working in partnership on technology enhanced curriculum change projects. The network provides a virtual and face-to-face forum for staff and students across the UK to share approaches/experiences and offer support. The network was created as it was identified that working in partnership increases the success of technology-led projects and delivers the identification of student need and appropriate action. Delegates will have an opportunity to hear examples of how institutions are working in partnership with students to identify and affect sustainable change. Students who have participated in the network will share their experiences and outline the benefits they have experienced in working in partnership with staff on curriculum change initiatives.
The network has worked with the Staff and Educational Development Association (SEDA) to develop an award for staff and students working in partnership on change projects, the Institutional Change Leader award and this session will offer an insight into how colleges and universities are recognising and rewarding student participation in change projects. Participants will engage in discussion around this award and will be given access to the accreditation resources and materials, which they may wish to take to their own institution.
The network has also developed a guidance toolkit to support colleges and universities with implementing student partnerships, which has been developed from the collective resources of a range of Jisc, Higher Education Academy, QAA and institutional initiatives in this area. Delegates will participate in a group activity using these interactive materials so as to evaluate their use in supporting their own practice in taking forward student partnership working in their own institutions. Find out more about the Change Agents Network and follow it on Twitter (or #CAN2014)
Roundtable: How can education providers improve the employability prospects o...Jisc
This roundtable invites you to listen and share examples of effective practice in your organisation regarding how peers have approached employability from the perspective of:
- What does the employment market look like?
- What does an ‘employable learner’ look like?
- How can educators incorporate relevant employability skills into the curriculum?
- How can technology for employability be embedded into course delivery?
- How to ensure organisational support for employability?
This event was held on 9 June 2021.
Equipping the researcher - patterns in the UK and USJisc
UK and US academic practices – Christine Wolff, Ithaka S+R and David Prosser, RLUK
Digital scholarship centres – Harriet Hemmassi, Brown University and Joan Lippincott, CNI
Software carpentry and software skills and practice – Neil Chue Hong, Software Sustainability Institute
Jisc and CNI conference, 6 July 2016
Twitter is widely used by undergraduate students, and this presentation offers a case study of its adoption to support students on three undergraduate modules. It considers the use of Twitter in-class to facilitate discussion, feedback and collaboration, particularly in large-group teaching, where discussion can be difficult to initiate and make inclusive. It also shows how Twitter provides great opportunities to extend traditional classroom boundaries, considering two ways in which this is so. First, it offers a replacement to email communication that promotes more collaborative, dialogue-based interaction, closer to that which occurs within the face-to-face classroom environment. Second, in so doing, it provides enhanced opportunities for continuous student feedback and intervention-based support. In short, we will see how Twitter encourages student engagement within and between classes, promoting students’ self-led, peer-supported learning.
How you can enhance your efficiency and effectiveness for teaching and learni...Jisc
Led by Sarah Knight, senior co-design manager, Jisc.
With contributions from:
Dave Monk, e-learning development coordinator, Harlow College
Yousef Fouda, group vice-principal, Warwickshire College
Connect more in Nottingham, Tuesday 12 July 2016.
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Speakers:
Dr Clive P L Young, advisory team leader digital education, information services division, UCL
Nataša Perović, digital education adviser, UCL
ABC is an effective and engaging hands-on workshop that has now been trialled with great success over a range of programmes.
In just 90 minutes, using rapid prototyping, teams work together to create a visual ‘storyboard’ outlining the type and sequence of learning activities and highlight assessment and feedback opportunities.
Link into your professional network - Jisc Digifest 2016Jisc
This session will explore how helping teachers to build confidence in their own technical and professional networking skills, showing teachers how to use and become proficient with LinkedIn and how to transfer those skills to students can lead to employment for students.
The session will show case the Learning Futures/Education and Training Foundation funded resources for the FE and skills sector that its is anticipated may be embedded into a future Jisc service that is currently in the R&D phase.
Benchmarking tool: the student digital experienceJisc
Developed collaboratively with the National Union of Students and the Jisc change agents' network.
Taken from our learning and teaching practice experts group meeting on 23 June 2015
Wellbeing and responsibility: a new ethics for digital educatorsHelen Beetham
Slides for Jisc Learning and Teaching Experts' group June 2015 summarising work of Jisc Digital Student project and 'Framing digital capabilities' project. Summarises findings and draws out implications for 'digital wellbeing' as an emerging concern for staff and students.
These PechaKucha style presentations (20 slides at 20 seconds each) from attendees at the event will focus on how they have implemented digital capabilities to enhance learning and teaching at their institutions.
With contributions from:
Julian Bream, Westminster Kingsway College
Lynn Danzig, College of North West London
John Hindmarsh, Westminster Kingsway College
Wendy Peskett, Google certified trainer
Joanna Teague, Oaklands College
Paulo Ribeirinho, product manager for Office 365 Education
Speakers:
Vikki Liogier, head of digital literacy voice and innovation, Epping Forest College
Brad Forsyth, Digital Voice Xpert, Epping Forest College
Jake Forcast, Digital Voice Xpert, Epping Forest College
The aim of the session is to discuss how education institutions and professionals are engaging students in driving digital literacy forward and developing them in becoming 21st-century digital citizens.
Vikki Liogier - head of digital literacy voice and innovation at Epping Forest College will be delivering the workshop with Brad Forsyth and Jake Forecast - two student Digital Voice Xperts at the college. They will be showcasing a number of practices that have been successful in raising student engagement with digital literacy at Epping Forest College.
Flipped classroom or just flippin' technology? - Sarah Davies and Lawrie Phip...Jisc
Where are we now with technology, student experience and organisational change?
A snapshot of some of the key themes and challenges which have emerged through those conversations, and look at some of the approaches that have been taken in the sector to address the issues. We will also consider some of the key change management issues which have surfaced.
Online teaching: overcoming the challenges, 20 October 2020Jisc
There is no one right way to use technology to underpin the curriculum. The range of possibilities can make it difficult for practitioners to know where to start, but as universities and colleges adapt to the new normal of teaching in hybrid environments support is needed to ‘get it right.’
There will be challenges, but you can overcome these if time and resources are directed at the right things. There are lots of misunderstandings about what it means to use technology to support teaching, learning and assessment. Academic staff need to approach the challenge with an awareness of those misconceptions as well as with a critical and creative mindset.
This webinar will showcase examples of how universities and colleges are currently adapting to provide flexible approaches to learning using digital. The focus will be on what lessons we have learned over the last six months and how we can make online learning a transformative experience for learners, rather than a deficit model.
Identifying and driving change in partnership with students - Simon walker, M...Jisc
Jisc has supported the creation of a UK wide Change Agents Network to support staff and students working in partnership on technology enhanced curriculum change projects. The network provides a virtual and face-to-face forum for staff and students across the UK to share approaches/experiences and offer support. The network was created as it was identified that working in partnership increases the success of technology-led projects and delivers the identification of student need and appropriate action. Delegates will have an opportunity to hear examples of how institutions are working in partnership with students to identify and affect sustainable change. Students who have participated in the network will share their experiences and outline the benefits they have experienced in working in partnership with staff on curriculum change initiatives.
The network has worked with the Staff and Educational Development Association (SEDA) to develop an award for staff and students working in partnership on change projects, the Institutional Change Leader award and this session will offer an insight into how colleges and universities are recognising and rewarding student participation in change projects. Participants will engage in discussion around this award and will be given access to the accreditation resources and materials, which they may wish to take to their own institution.
The network has also developed a guidance toolkit to support colleges and universities with implementing student partnerships, which has been developed from the collective resources of a range of Jisc, Higher Education Academy, QAA and institutional initiatives in this area. Delegates will participate in a group activity using these interactive materials so as to evaluate their use in supporting their own practice in taking forward student partnership working in their own institutions. Find out more about the Change Agents Network and follow it on Twitter (or #CAN2014)
Roundtable: How can education providers improve the employability prospects o...Jisc
This roundtable invites you to listen and share examples of effective practice in your organisation regarding how peers have approached employability from the perspective of:
- What does the employment market look like?
- What does an ‘employable learner’ look like?
- How can educators incorporate relevant employability skills into the curriculum?
- How can technology for employability be embedded into course delivery?
- How to ensure organisational support for employability?
This event was held on 9 June 2021.
Global collaboration in the classroom: Meet Flat ConnectionsFlat Connections
An overview of global collaboration strategies for classroom learning. Flat Connections teacher development and global projects are reviewed.
These slides were used for an online webinar September 2014. The recording for this webinar is here: http://goo.gl/1kslWX
Fostering a community of academics interested in teaching technologies and re...Jonathan Flutey
Rhian A Salmon | Science in Context, School of Chemical and Physical Sciences
Anne Macaskill | School of Psychology
Jonathan Flutey | Information Technology Services
Suzanne Boniface | School of Chemical and Physical Sciences
Stuart Brock | Philosophy, School of History, Philosophy, Political Science, and International Relations
Sydney J Shep | Wai – te – ata Press & School of Information Management
Open cross institutional academic cpd: unlocking the potential Sue Beckingham
Chrissi Nerantzi and Sue Beckingham presenting at the 19th Annual SEDA Conference 13-14 November 2014, Nottingham
Redecker et al (2011, 9) note that “The overall vision is that personalisation, collaboration and informalisation (informal learning) will be at the core of learning in the future. “ Our world is changing rapidly. Educators need to quickly adapt and change and develop new learning and teaching strategies that are fit for our times. Informal networks and open development opportunities enabled and extended through digital technologies are valuable to connect with other practitioners, share practices, support each other and innovate in collaboration with others within and beyond their own institutions.
Seely Brown (2012, 14) talked about the “Big Shift” driven by “digital innovation” and characterised by “exponential change and emergence, socially and culturally”. Can we afford to stay where we are and do what we always did? Or is there a need for academic development to maximise on opportunities to remain current, innovate but also model flexible, forward facing and sustainable practices which connect, engage and have the potential to transform practices and enhance the student experience. The European Commission(2013) calls institutions to join-up and open-up. Could this be a sustainable solution for academic CPD?
Bring Your Own Devices for Learning (BYOD4L) is an open development opportunity for educators and students, developed by academic developers in two institutions. It builds on open learning ecologies (Jackson, 2013), the concept of lifewide learning (Jackson, 2014) and the ethos of sharing, collaboration and co-creation of pedagogical interventions and collective innovation within a supportive community enabled through social media. BYOD4L brought individuals together to learn how they can use their smart devices for learning through reflection and active experimentation. BYOD4L has been offered twice so far, initially with a group of distributed facilitators and then with five participating institutions. Expectations and value of BYOD4L from both iterations will be shared with delegates. The open CPD framework developed maximised on the expertise and the resources available by the community and participating individuals and institutions and created a rich and diverse and multimodal learning ecology. This is the approach adopted in BYOD4L. Does the open cross-institutional CPD framework developed present an attractive solution for institutions more widely that has the potential to normalise the use of technology for learning?
Sponsored by SJSU's ECampus, Katherine D. Harris (Professor, English) presents a workshop for all faculty to dive into or upgrade their use of digital methods, skills, and tools in their courses. For definitions within this slide deck, please cite:
Frost Davis, Gold, Harris, DRAFT - Introduction, *Digital Pedagogy in the Humanities,* MLA (forthcoming 2019). Accessed April 9, 2019.
Expanding the School of Open: Affiliate ShowcaseJane Park
Speakers: Jane Park, Simeon Oriko (School of Open Kenya), Delia Browne (Copyright 4 Educators, National Copyright Unit of Australia), Maarten Zeinstra (Open GLAM, CC Netherlands), Liuping (eXtreme Learning Challenge, CC China Mainland), Maria Juliana (Copyright for Librarians in Spanish, CC Colombia), SooHyun Pae (P2PU translation, CC Korea)
Description: The School of Open is a community of volunteers focused on providing free education opportunities on the meaning, application, and impact of “openness” in the digital age and its benefit to creative endeavors, education, research, and science. Creative Commons affiliates will present their School of Open projects and courses, including the School of Open Kenya Initiative, School of Open in German, Copyright for Educators, Open data for GLAMs, and more. We will hold a panel discussion on lessons learned and how to scale the initiative globally in online, offline, and multilingual settings. What do affiliates want to achieve through the School of Open? What are affiliate priorities around “open” education and awareness building?
Technology & Collaborative Learning: Scaffolding for Student SuccessJulia Parra
This presentation provides the research and resources for a process of scaffolding both student use of technology and development of student skills for collaborative group work thereby supporting student success. Specific areas of research include student satisfaction and learning effectiveness.
Explore how educators can infuse authentic project-based learning into the classroom to promote deeper student thinking and the development of critical life skills. Discover technologies that can help students take ownership of their learning as they demonstrate understanding of content.
Learn more: http://www.lynda.com/Education-Elearning-training-tutorials/1792-0.html
Global Collaboration Tools & Connections #gcuglobalVicki Davis
How to connect globally with other classrooms. Advice on how to connect, share, and improve your classroom with global competency, technology, and connections. It is time for education to improve.
Similar to #creativeHE review of the course Sep - Nov 2015 (20)
The Role of a Learning Technologist in Transforming Digital Learning Practice...Chrissi Nerantzi
18 January 2018, London, invited contribution to the Inside Government event Embracing Technology Enhance Learning in Higher Education
https://chrissinerantzi.wordpress.com/2018/01/20/inside-government-event-18-1-18/
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Chapter 3 - Islamic Banking Products and Services.pptx
#creativeHE review of the course Sep - Nov 2015
1. #creativeHE
28 Sep – 20 Nov 2015
with Chrissi Nerantzi, Sandra Sinfield, Sue Watling,
Prof. Norman Jackson and Dr Nikos Fachantidis
2. #creativeHE facilitators
Chrissi Nerantzi
CELT (organiser)
@chrissinerantzi
Dr Nikos
Fachantidis
@nfachantidis
Sandra Sinfield
@danceswithcloud
Prof. Norman
Jackson
@lifewider1
Sue Watling
@suewatling
Joined
the
team in
week 3
3. On successful completion of this open course,
students will be able to:
• Reflect on creative teaching for student creativity
based on relevant pedagogical theories, as a driver
for student engagement and learning in their own
professional context.
• Discuss challenges that influence creative learning
and teaching in higher education.
• Evaluate an innovation in their own practice based
on their own creativity involved in the development
and implementation process.
Learning outcomes
4. #creativeHE in 8 weeks
• Week 1: orientation, familiarisation with the course,
platforms, peers, facilitators + webinar
• Week 2: Creativity in HE
• Week 3: Open week to catch-up + webinar
• Week 4: Play and games
• Week 5: Using story
• Week 6: Learning through making
• Week 7: Innovation project
• Week 8: Open week to catch-up, complete + webinar
• BONUS: Learning ecologies, throughout and after Week 8
5. Learning with others
•Find a study buddy (How did this
happen?)
•Join a small facilitated group > check
out
https://docs.google.com/document/
d/1zKyfcslt7VWwOZja-
GWz25VHTz9PvsXT78-
XxO63qJY/edit?usp=sharing
•Create your own study group (Did
this happen, locally perhaps?)
7. Course site within p2pu
https://courses.p2pu.org/en/courses/2615/creativity-for-learning-in-higher-
education/
8. Collaboration space in Google + community
https://plus.google.com/communities/110898703741307769041
Before the start of the course
9. Collaboration space in Google + community
https://plus.google.com/communities/110898703741307769041
A few days after course completion
10. #creativeHE was useful for…
• Engaging in creative approaches to learning and teaching
and considering these for own practice
• Engaging in informal CPD within a diverse and distributed
community with individuals from other institutions and
countries
• Exploring the possibility to link to formal CPD in an
institution (MMU example: FLEX, Creativity module)
• Learning and developing through using a portfolio-based
approach within an distributed community of
practitioners
• Learning within a small facilitated group where applicable
• Co-facilitating with colleagues from other institutions and
countries and exploring new possibilities together for
joint-up learning and development
11. 2 more webinars, Tuesdays 8-
9pm UK time
• https://mmu.adobeconnect.com/_a1023480576/cr
eativehe/
•There is also an Adobe app
•13 October peer-led
•17 November celebrating
learning
12. Opportunity to become research
participants
• Chrissi’s PhD research in open collaborative learning in
cross-institutional academic development courses
• Ethical approval from Edinburgh Napier University
(details will be communitated to colleagues interested)
• express interest at
https://docs.google.com/forms/d/1ln63DGvXDF2yVG4J
g1LGSmVQz61uMkJkdt1hEAaXsfs/viewform
17. Week 4 play and games
Linking the physical with the digital
18. Week 4 play and games
Norman’s openly shared reflections
http://www.normanjackson.co.uk/creativityopenco
urse
Norman is exploring
the strength of
connections
Nikos playing the Sell your bargains game his way
https://youtu.be/BmGdm-Tfz2M
19. Week 5 using story
Our Sue is
changing
institutions
Celebrating together
The activities seem to trigger engagement and sharing
20. Week 6 Learning through
making
https://youtu.be/kpcW0zWWaOU
Great use of video to develop reflection
http://padlet.com/tziouvar/w4efxji
a13dr/wish/79706787
Sharing personal creations
25. “Week 8
This has been a very interesting course for me and i am glad i had the chance
to participate. It gave me the opportunity to come in touch with people i would
have never normally met and exchange ideas with them. I also think that a
course like this gives to someone the opportunity not only to come in touch
with ideas from people he/she doesn't know in real life, but also from people
that he/she may meet in a real classroom, but time restrictions there don't
give the opportunity to everyone to express their ideas. It also helped me
become familiar with some technological tools and gave to me an example of
how technology can be used in education. I think that it would be much more
likely for me, now that i have participated in such a course, to try to use
technology in a course that i would be teaching, than it would have been if a
just had been theoretically informed about the potential to use technology
that way.
Participating in this course has also changed the way i see creativity and made
me think more about it. The site course and google plus are also providing
many interesting resources and readings. Although the problem of language
has been a concern for me at the start of the course, it hasn't troubled me very
much since then, because i never felt that anyone of us who is not a native
English speaker was judged for his/her English. I felt that everyone was much
more interested about our ideas.”
26. #creativeHE numbers
within the community
members Facilitators
Day 1 41 4
End of week 1 64 4
End of week 2 76 4
End of week 3 94 5
End of week 4 99 5
End of week 5 102 5
End of week 6 102 5
End of week 7 102 5
End of week 8 102 5 Group 1 Group 2
9 8
Facilitated groups
Sue Watling
after joining the
course as a
participant
asked to
become a
facilitator
UK
Greece
Canada
Australia
France
Jordan
Egypt
USA
Switzerland
Iraq
United Arab
Emirates
Sudan
30% of participants for whom
there were publicly available
information were from the
following 12 countries
27. #creativeHE stats
provided by Roger Greenhalgh
Total interactions: 2257 by 42% of participants
Average posting per participant:: 52.4 interactions >>> per week 6.5 interactions
28. #creativeHE community postings
provided by Roger Greenhalgh
Popular engagement days: Wednesdays, Thursday, Fridays, Sundays
NOT popular: Saturdays, Mondays, Tuesdays
30. Patchwork approach (Wenger, et
al. 2009) used in #creativeHE
Course site Portfolio
Community space
Unknown? Other
spaces, networks,
communities
online, offline
etc. (Twitter,
Webinars)
31. What next?
The community will stay open
Special Interest Groups:
Learning ecologies with Prof. Norman Jackson
Creative robotics with Dr Nikos Fachantidis
Digital creativity with Sue Watling
Creative assessment with Sandra Sinfield
PLUS: Model making webinar TBC in collaboration
with Dr Alison James and @LEGOinHE network
32. Related research
This iteration of #creativeHE has
been used as a PhD case study to
explore the lived experience of
learners in this open course.
Findings will be communicated via
the thesis and related publications
and conference presentations.
Thank you to all study participants.
Chrissi Nerantzi @chrissinerantzi
https://chrissinerantzi.wordpress.c
om/phd-research/
33. • Day 1: Making a start
• Day 2: Creativity in HE
• Day 3: Play and games
• Day 4: Using story
• Day 5: Learning through making
We will be looking for volunteer facilitators
36. Creative Academic Magazine created by #creativeHE
participants (Jan 2016) supported by Prof. Norman
Jackson and Dr Jenny Willis 100
pages
http://www.creativeacademic.uk/uploads/1/3/5/4/13542890/cam3.pdf
38. Thank you so much everybody! We will
be back in March 2016. Same place.
Chrissi Nerantzi, Sandra Sinfield, Sue Watling, Norman Jackson and Nikos
Fachantidis
#creativeHE artwork by Ellie Hannan @ellihannan