This document provides an overview of the Northampton Learning & Teaching Conference 2016 with the theme "Dare to be different". It discusses using technology in lectures without clickers, defining teaching excellence, the strengths and weaknesses of lecture capture, creating online video vignettes, a model of lecture flipping that incorporates pre-recorded screencasts and in-lecture activities, and determining the appropriate role of questions and student activities in the classroom. The document also references principles of education and encouraging daring approaches to improve the sector.

1. Daring to educate
Northampton Learning & Teaching Conference 2016
Dare to be different
Sunley Conference Centre, Park Campus, University of Northampton
17th May
Simon
Lancaster

2. Show your device some love

3. Find something that you like
“People who like this sort of thing will find this
the sort of thing they like.”
Charles Farrar Browne, 1863

4. Dares
Meaningful
excellence?
Lecture
capture
Curriculum?
Questions?Evidence?Suggestions?

5. Technology
In a room full of Higher Education professionals
can we manage without clickers?

6. Can you define excellence?
A. ????
B. ????
????
????
50%50%

7. Teaching Excellence Framework
Quality Code Compliance
National Student Survey satisfaction scores
Proportion of graduates in employment / further education
Retention rates

8. Strengths and weaknesses
of lecture capture?
Learning aid
Assistance for students with
disabilities and learning
difficulties
Revision aid
Illness contingency
Self observation
Recording ‘quality control’
Logistics and resources
Time Consuming
Discourages lecture
attendance?
Discourages note taking?
Lazy revision?
Binge viewing

9. Vignettes (staff and students)
Presentation
Capture
Edit
Vignette
Add
interactivity
Publish
online

10. Online
“What can go online should go online”
Prof David Read

11. Our model of lecture flipping

12. Satisfaction
I really really loved the interactive
lectures, they made me more engaged
and I believe I learnt more in this style
of teaching.
The Screencasts are essential to go
through before the lectures, but this is
a good thing.
I found the prerecorded screen
casts/quiz style lectures actually very
helpful, they made you actually think
about the lecture material while it was
being taught instead of leaving it all to
revision time…
Did not enjoy his method of teaching,
having to watch screencasts in our own
time and then doing questions in the
lecture was not helpful to me.
…too much reliance on understanding
material…
…would have preferred less of the pre-
lecture screencasts and and more of
this material being taught in the
lectures rather than the 'big scale
tutorial' type set up.

13. Freedom from flipping

14. Acquiring the courage to cut

15. “education gives to us that which remains after
we have forgotten all that we have learned in the
schools”
E.D. Battle, 1899
Education

16. Prof Active not Prof Flip

17. What should be the objective of our
questions?

18. Where does most of the mass of a
mature oak tree come from?
1. ?
2. ??
3. ???
4. ????
?
??
???
????
25% 25%25%25%

19. The Goldilocks Zone

20. Who is best placed to determine
the Goldilocks Zone?

21. Evidence
9
12
25
54
Student activity
Thinking PI Interactions Lecturing

22. Which one of the three little pigs built
the most environmentally sustainable
house?
A. First little pig (straw)
B. Second little pig (wood)
C. Third little pig (brick)
Firstlittle
pig(straw
)
Second
little
pig(w
ood)
Third
little
pig
(brick)
0% 0%0%

23. Suggestions
For the sake of the sector, please do dare.

24. These are my principles
“These are my principles. If you don’t like them I
have others.”
Almost certainly never said by Groucho Marx. It has
been attributed to New Zealand 19th century
politicians.

25. Acknowledgements