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Charles drijft één van de hoogste prioriteiten van LinkedIn, namelijk: Higher Education and Students / Graduates. Dit is de snelst groeiende demografie wereldwijd op LinkedIn. Studenten realiseren dat LinkedIn dé plek is om hun 'personal brand’ te creëeren en te laten groeien en zo in contact te komen met werkgevers. Hij legt de belangrijkheid van deze doelgroep uit en hoe je studenten het beste kan benaderen.

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Drawing upon studies into learning spaces, media-enhanced learning and the use of personal smart technologies we will reflect on the redundancy of longstanding binaries such as physical-virtual, formal-informal, synchronous and asynchronous learning environments and what this means for our practice. We will consider examples of how digital and social media are being used to enhance learning and how such innovations are creating a ‘third space’ in which the learner is more active and present.

Transforming the Learning Space - Can Principles & Criteria Help?

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The Challenge & Opportunity method described in this presentation has been used with large mixed groups to moderate perceptions, identify real barriers and benefits, and inform development planning for those taking part in areas of academic innovation. Data from CPD events since 2009 have informed the design of an analytical taxonomy for academic innovation (a Readiness Matrix) which is described in terms of pedagogic, organisational and technical readiness. The paper also introduces the concept of smart learning as a case study for reflecting on the method. Smart learning embraces and multiplies the effect of a set of interrelated concepts including BYOD, mobile learning, social media for learning, open learning, and rich digital media.

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Students will never learn while their engagement is superficial. It is not good enough to work to the assessment. Credible commentators have consistently challenged assessment-focused engagement strategies as being superficial (e.g. Nicol, 2009). As a university renowned for its teaching and which celebrates learning we must be clear about the role of assessment in the education of our students. In this workshop we will debunk myths, remove the mystery and build upon the principles of effective assessment. We will develop arguments and methods to persuade students and colleagues to use assessment well as a formative opportunity within effective teaching and learning designs. Nicol, D. (2009). Assessment for learner self-regulation: enhancing achievement in the first year using learning technologies. Assessment & Evaluation in Higher Education, 34, pp. 335-352.

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Workshop for SEDA 2016 We know that networks play an important role in academic life (Moron-Garcia, 2013) especially when dealing with the “unhomeliness” (Manathunga, 2007) of life as an academic developer, working across disciplinary and professional borders. This workshop will showcase an ongoing learning space collaboration that started over a casual conversation at a network meeting sharing conundrums and developed into a wider conversation across two institutions at different stages of learning space development. Between us, we will reflect on the power of conversation (Barrett et al., 2004), practices learnt and shared and highlight the importance of building inter-professional networks within and across institutions in order to inform and guide change (Pennington, 2003). As leaders in the academy academic developers are often given the tricky institutional conundrums to solve, however the delights of our role are the opportunities to build those networks, drawing on the generosity of our various communities enabling us to ask the awkward questions (Cousin, 2013) and answer them together working as a “critical friend in the academy” (Handal, 2008). The activity will allow us to draw on our experiences of engaging in conversations for innovation. We will reflect how our motivations and purposes are different and will change throughout a collaboration, and how we sustain or conclude our work. A number of questions will be addressed with the aim of developing further collaborations among participants, sharing knowledge and establishing that you don’t need to know what you need to know before starting the conversation: How do you ask for help? Who do you ask for help? How do you build networks within and between institutions?

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The presentation introduces The LinkedIn University project. The concept of The LinkedIn University is about all staff and students having and maintaining an online professional profile. For students this is about their employability; for staff, it is their professional standing. LinkedIn is a familiar social media platform already used by many staff, alumni, employers and students. This project will deliver a toolkit of resources to support the effective use of LinkedIn by staff and students. The toolkit will be made up of artefacts in multiple media, including: • Video 'talking heads' of employers describing how they scrutinise LinkedIn profiles, and other social media, as part of their recruitment strategies; • Short video case studies featuring alumni and how they understand the importance of social media in relation to getting a job; • Case studies from students and staff describing their use of LinkedIn and how this has helped them, especially in becoming confident, networked professionals; • Leading academics talking about the importance of maintaining a professional network. The 4 month long project (running until 30 June 2015) is supported with funding from the Higher Education Academy.

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Professional recognition and identity are important to all staff and students. How each of us fosters and maintains our professional identity is problematic. In this Social Digital Age maintenance of good reputation requires a fluent life-wide engagement with professional profiling as exemplified in the idea of a life-wide “LinkedIn University”. Detailed outline: https://blogs.shu.ac.uk/ltconference/2015/04/14/becoming-the-linkedin-university-students-and-staff-developing-our-professional-profiles-together/

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LinkedIn is investing in higher education, and this presentation will show how your university can take full advantage. We share what is new with LinkedIn for Higher Education, including our new University Page experience. We also discuss fresh strategies for engaging prospects, students, and alumni. Take a tour of the top performing content marketing tactics being used on LinkedIn. Then steal those ideas. In the words of David Bowie, “The only art I’ll ever study is stuff I can steal from.” What you will learn: -- Five fresh ideas for breaking down institutional silos and working in harmony with your university colleagues. -- Creative inspiration from the top performing content marketing tactics of other education marketers on LinkedIn. -- How to get the most out of LinkedIn's new University page experience.

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Level 5 Diploma in IT – Web Design Delivered Online by LSBR,UK

Welcome to the Level 5 Diploma in IT – Web Design, an esteemed Ofqual-accredited qualification offered online by the London School of Business and Research (LSBR), UK. This program is meticulously designed for individuals passionate about creating compelling web experiences, providing a comprehensive curriculum that blends creativity with technical expertise. Course Overview: The Level 5 Diploma in IT – Web Design is a dynamic program that immerses you in the world of web development and design. As an Ofqual-regulated qualification, it upholds the highest academic standards, ensuring that participants receive education that is not only comprehensive but also globally recognized. Key Features: Online Learning: Embrace the convenience of online education, enabling you to shape your studies around your professional commitments. Assignment-Based Assessment: Bid farewell to traditional exams. This diploma assesses your web design proficiency through the submission of assignments, making it an ideal choice for busy working professionals. Creative Exploration: Dive into the creative aspects of web design, exploring innovative approaches to user experience and interface design. Practical Skills Development: Acquire hands-on skills in coding, multimedia design, and content creation, ensuring you are well-equipped for the demands of the industry. Flexibility: Mold your studies around your work schedule, providing a flexible and accessible path for professional development in the field of web design. Who Should Enroll? The Level 5 Diploma in IT – Web Design is ideal for individuals aspiring to become skilled web designers, front-end developers, or digital media specialists. Whether you are a novice or a professional looking to upskill, this program caters to individuals seeking to thrive in the dynamic world of web design. Assessment Method: No more exam stress! This diploma relies solely on the submission of assignments, offering a stress-free assessment method that allows working professionals to enhance their qualifications without compromising their work commitments. How to Enrol: Enrolling in the Level 5 Diploma in IT – Web Design is simple. Visit our website https://www.lsbr.uk/course/qualifi-level-5-diploma-in-it-web-design/ to access detailed course information, entry requirements, and the enrollment process.

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Welcome to the BEng (Hons) Software Engineering – 12 Months (Top-Up degree), an esteemed Ofqual, UK accredited qualification delivered online by the London School of Business and Research, UK. This program is designed to empower aspiring software engineers with the latest industry-relevant knowledge and skills, providing a swift and convenient pathway to a top-tier qualification. Program Highlights: In just 12 months, our comprehensive curriculum immerses you in the intricacies of software engineering, covering advanced topics such as software development methodologies, artificial intelligence, cybersecurity, and more. This top-up degree is crafted for individuals with prior qualifications, allowing them to enhance their expertise and gain a prestigious bachelor's degree in software engineering. Accreditation: Rest assured that your qualification is backed by Ofqual, ensuring the highest academic standards and global recognition. The BEng (Hons) Software Engineering is a testament to your commitment to excellence and proficiency in the dynamic field of software development. Flexible Learning for Professionals: Tailored for working professionals, this online program offers the flexibility needed to balance career commitments and academic aspirations. The absence of exams and the exclusive focus on assignment-based assessments make this degree an ideal choice for those seeking to elevate their careers without disrupting their work schedules. Key Features: 12-Month Duration: Accelerate your educational journey without compromising on quality. Online Delivery: Access lectures, resources, and interact with faculty from anywhere in the world. Cutting-Edge Curriculum: Stay abreast of the latest developments in software engineering. Assignment-Based Assessment: Demonstrate your understanding through practical applications. Industry-Relevant Skills: Develop expertise in areas crucial to modern software development. Career Advancement: Graduates emerge well-equipped for roles such as software developers, systems analysts, and IT consultants. The top-up nature of this degree ensures that professionals with prior qualifications can seamlessly transition to advanced roles, aligning their skills with industry demands. How to Enrol: Enrolling in the BEng (Hons) Software Engineering – 12 Months (Top-Up degree) is simple. Visit our website https://www.lsbr.uk/course/beng-hons-software-engineering-top-up-12-months-university-of-bolton/ to access detailed course information, entry requirements, and the enrollment process.

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This Level 4 Diploma in Information Technology is a meticulously crafted program that covers a wide array of essential topics, including computer systems, programming, databases, networking, cybersecurity, and more. Whether you are a novice seeking to enter the IT industry or a professional looking to enhance your existing skills, this course is structured to meet your needs and aspirations. Flexible Learning for Professionals: Understanding the demanding schedules of working professionals, this diploma is exclusively assessed through assignments, eliminating the need for traditional exams. This format allows you to seamlessly integrate your studies into your work routine, making it the perfect choice for individuals striving to balance career commitments with academic pursuits. Key Features: Ofqual Accreditation: Our diploma holds the prestigious Ofqual accreditation, ensuring that your qualification is recognized and respected globally. Comprehensive Curriculum: Dive into a diverse curriculum that encompasses the latest developments in IT, providing you with a holistic understanding of the field. Practical Skill Development: Gain hands-on experience through practical assignments, honing your abilities to apply theoretical concepts in real-world scenarios. Industry-Relevant Content: Stay abreast of industry trends with content curated by seasoned IT professionals, giving you insights that go beyond the textbooks. Assessment Method: The assessment for this diploma is based solely on the submission of assignments. This approach emphasizes practical application, allowing you to showcase your understanding of IT concepts in a tangible and meaningful manner. Bid farewell to exam stress and embrace a learning journey focused on skill development and real-world application. Ideal for Working Professionals: This diploma is tailor-made for individuals juggling professional responsibilities. Whether you are a full-time employee or a part-time freelancer, the flexibility of our online platform enables you to chart your academic journey at your own pace, fitting seamlessly into your work schedule. Career Opportunities: Upon successful completion of the Level 4 Diploma in Information Technology, you'll be well-equipped to pursue roles such as IT Support Specialist, Network Administrator, Systems Analyst, or Database Administrator. The knowledge and skills acquired during this program will open doors to diverse opportunities in the thriving IT industry. How to Enrol: Enrolling in the Level 4 Diploma in Information Technology is simple. Visit our website https://www.lsbr.uk/course/qualifi-level-4-diploma-in-information-technology/ to access detailed course information, entry requirements, and the enrollment process.

Level 4 Diploma in Information Technology - Delivered Online by LSBR,UK

Welcome to the Level 4 Diploma in Information Technology, an Ofqual-accredited qualification meticulously designed to propel your career in the dynamic world of technology. This comprehensive program is delivered online by the prestigious London School of Business and Research, UK, ensuring that you receive a top-tier education with the flexibility to balance your studies alongside your professional commitments. Course Overview: The Level 4 Diploma in Information Technology offers a cutting-edge curriculum that covers a spectrum of IT domains, from programming and software development to network management and cybersecurity. Developed in collaboration with industry experts, the program ensures you acquire the skills and knowledge necessary to thrive in the rapidly evolving field of information technology. Assessment Method: Understanding the challenges faced by working professionals, our assessment strategy is entirely assignment-based. With no exams to worry about, this qualification is tailored for individuals seeking to seamlessly integrate their studies into their work schedules. This approach not only promotes a healthy work-life-study balance but also allows you to apply your learning to real-world scenarios. Key Highlights: Comprehensive Curriculum: Gain expertise in programming languages, software development, network administration, cybersecurity, and more. Industry-Relevant Skills: Acquire practical skills aligned with current industry demands, ensuring you are job-ready upon completion. Online Learning Platform: Engage with our state-of-the-art online platform, designed to facilitate interactive and collaborative learning experiences. Expert Faculty: Learn from seasoned IT professionals and academics, benefiting from their real-world insights and expertise. Networking Opportunities: Connect with a diverse community of IT professionals, fostering relationships that can enhance your career. Who Should Enroll? The Level 4 Diploma in Information Technology is ideal for aspiring IT professionals, recent graduates, and working individuals seeking to upskill or transition into the field of information technology. Whether you're looking to enter the IT industry or advance your current role, this program provides the knowledge and credentials to propel your career forward. How to Enrol: Enrolling in the Level 4 Diploma in Information Technology is simple. Visit our website https://www.lsbr.uk/course/qualifi-level-4-diploma-in-information-technology/ to access detailed course information, entry requirements, and the enrollment process.

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Learning space development is notorious complex, costly and protracted. This presentation considers what can be done spatially and behaviourally to develop student belonging and becoming. It focuses on ways, often within the discipline, of creating a sense of place through the concept of non-formal learning and the idea of zones. A range of approaches are listed that are easy to implement and comparatively cheap.

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The workshop explored the outcomes of a global CPD activity around a common walk augmented by the structured use of social media (a ‘#twalk’) in which all participants acted as co-producers to study the topic of digital placemaking. During the workshop we ran a #minitwalk (search for the evidence using the hashtag elsewhere). The workshop concluded with some parallel discussion activities. You can view and contribute to the google docs from the link in this presentation and you can also see a link to the #Twalk toolkit.

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Andrew Middleton and Helen Kay Learning Enhancement & Academic Development, Sheffield Hallam University The workshop explored how we can better support the development of effective academic teams by recognising and acknowledging the various stages and characteristics associated with the implementation of innovative practices. Participants considered the implementation of educational development strategies aimed at developing consistently excellent learner-centred teaching across teams to improve student satisfaction. This is a challenge because innovative teachers are typically set apart from their peers as innovative champions by, for example, receiving special funding for teaching development projects or being recognised for inspirational practice individually. A shift to a learning paradigm (Barr & Tagg, 1995) is not a matter of individual excellence but is cultural. Adopting a common philosophy requires a significant commitment from all team members, although some would argue this is not attainable (Kember & Kwan, 2000). To background this, the facilitators will report on the CPD models (Rogers, 1995; Pundak & Rozner, 2007; Herckis, 2017).they have used to move a course team towards confident and consistent use of the problem-based pedagogies associated with SCALE-UP active learning classrooms (Beichner, 2008). We will introduce the SCALE-UP method and the challenges its adoption created for the teaching team and their students. Initially driven by a sole innovator, its implementation exposed not only the imagination and strengths within the team, but the time, teaching experience and required capacity needed for the adoption of new active learning methods.

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CAFE(Consistently active, flexible and experiential) workshop

With co-presenters: Jeff Waldock; Tim Jones; David Greenfield; David Smith; Ian Glover; Sinead O'Toole; Ciara O'Hagan; Colin Beard Participants were invited to engage with the Spaces for Learning Toolkit prior to the workshop, specifically briefing screencasts and papers about four types of student-centred active learning approaches being developed by the University’s Future Learning Spaces Academic Interest Group: SCALE-UP classrooms, Stand Up Pedagogy, Technology Enabled Learning Labs, and the Immersive Think Tank Project Space. The need for consistent taught experiences in response to student concerns about uneven learning experiences is indisputable. However, excellent teaching is flexible, being responsive to its dynamic context including the needs of students, the curriculum, signature pedagogies (Shulman, 2005), disciplinary culture, and opportunities to situate learning (Brown et al., 1989). Good innovative academic practices engage students through active, co-operative, and challenging methods (Gibbs, 2010). However, if consistency is misread as rigidity, and teaching excellence misread as teacher-centred delivery, learning may be inadvertently re-consigned to the Instruction Paradigm (Barr & Tagg, 1995) of 19th century Industrial Age classrooms and societal demands (Scott-Webber, 2004). We must critically assess what we mean by consistently good student experiences so that our future spaces are designed to challenge and stimulate inspirational learning. The Future Learning Spaces Academic Interest Group has successfully developed a range of evidence-informed spaces for student-centred active learning and is working closely with the University’s directorates to evaluate them and establish quality standards for benchmarking existing classrooms and other formal and non-formal learning spaces. Using a pop-up Stand Up Classroom pedagogy, you will discover ‘whiteboard learning’ through collaborative problem-solving, mapping, listing and sorting type activities. You will experience the Stand Up Classroom and discover why it keeps you and your peers motivated. You will work in triads to tackle problems from the SCALE-UP classroom; and you will experience the methods of the Technology Enabled Learning Lab and the Immersive Think Thank Project Space. The future learning space, in its many forms, is a commitment to keep learning vibrant, meaningful, applied and connected. You will take away a good understanding of built pedagogy (Monahan, 2000) and how space, learning and teaching interconnect. Participants are invited to become Future Learning Spaces group members.

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Andrew Middleton, Charmaine Myers and Graham Holden This presentation introduces the Venture Matrix scheme at Sheffield Hallam University, which has proven the value of developing applied learning methods in co-operation with schools and local businesses for over 10 years. Its central role is to develop real-world experience in the curriculum by introducing course leaders to civic ‘clients’ from schools and businesses in the region who can provide student groups with project briefs. Students address problems that matter by applying and developing their disciplinary knowledge and capabilities. It facilitates boundary crossing in which learning happens through a facilitation of mutually beneficial relationships. The Venture Matrix establishes a Third Space (Gutiérrez et al., 1999) by developing strong ties between civic partners and university students. Business ‘clients’ set learning problems for university students; students develop solutions; school pupils use the outcomes of student work. Each brings contextual factors that contribute to a rich immersive experience. We describe how this enhances learning and the development of student identities, and how it has inspired a large-scale integrated co-operative education model supporting student transition and success. Our question for participants is "Who owns learning the civic Third Space as the pupil becomes student and as the student becomes employer?" Reference Gutiérrez, K. D., Baquedano‐López, P., & Tejeda, C. (1999). Rethinking diversity: hybridity and hybrid language practices in the third space, Mind, Culture, and Activity, 6(4), 286-303, DOI: 10.1080/10749039909524733

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The principles of a hybrid learning studio Remove hierarchy! Autonomous and Authentic Inductive knowledge through immersive experience Learning-centred Co-operative Real world challenge and purpose Neither formal nor informal Experiential and Experimental Polycontextual Hybrid Fluid and Adaptable Versatile Functional Personal and Social Identity and belonging Apprentice Communal and Networked learning Enterprising Private and Public-facing Peripheral and Stage-centred Makerspace and Immersive Thinking Space Laboratory Boundless Uncertain, original, and interpreted Open and Connected Showcase and demonstration Home Constant and constantly changing Movement and exchange Negotiation Navigation Sketching and drafting Portfolio and Performance Accommodating the Unknown Self-directed and Self-determined Active and productive Liminal and troublesome Digital and Corporeal Master-Apprentice Schön’s (1985; 1987) proposition.

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These cards were produced for a workshop given at the APT 2017 learning and teaching conference, University of Greenwich. They are intended to stimulate thinking about active learning and co-production in any discipline. STUDIO FOR ALL "studio-based learning can serve as a way for all students to learn to participate in the cultural practices of their discipline".- Schön (1985; 1987) This is a set of cards designed to stimulate discussion about a studio-based learning paradigm. (The approach is inspired by the Vorticists and the painting is by the Voticist artist Jessica Dismore. (Apologies - the font has not travelled well). Ideas are inspired by Ray Oldenburg's idea of Third Place, and Siemen's ideas about connectivism, Schon's work on studio space, and many others

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In this keynote for Anglia Ruskin University's Digifest 2016 I introduced the idea that a convergence of emerging digital contexts is creating a tipping point in understanding the hybrid learning space. This changes the relationships we have with our students and signals at last that digital lifewide learning shifts the balance from a teaching or content-centred paradigm to learning paradigm. The implications are staff and students need to learning the literacies of this connectivist learning environment.

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#UOGAPT workshop, July 2016 #APT16 workshop - containing the outputs of the workshop on the last two slides A profound understanding of the higher education learning space is emerging through recent works that pay more attention to the learner's experience than to creating landmark architecture. (Harrison & Hutton, 2013). The aim of the workshop is to prove that technology and media can disrupt instrumental thinking about the learning space. The workshop, introduced the problem of learning binaries introduced the concepts of in-between space in relation to hybrid learning, and liminality generated and shared stories in small groups in which personal and portable digital technologies and media play a pivotal role at the intersection of formal and non-formal physical, digital hybrid learning space concluded by devising a manifesto for liminal learning! The session will build upon ideas of Third Space and hybridity (Gutiérrez et al., 1999), in-between space (Shortt, 2014) and liminality (Turner, 1969). References Daskalaki, M., Butler, C.L., & Petrovic, J. (2012). Somewhere in-between: narratives of place, identity, and translocal work. Journal of Management Inquiry, (21) 4: pp. 430-441. Gutiérrez , K. D., Baquedano‐López, P., & Tejeda, C. (1999). Rethinking diversity: hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6(4), pp. 286-303. Shortt, H. (2014). Liminality, space and the importance of ‘transitory dwelling places’ at work. Human Relations, 68(4), pp. 1–26. Turner V.W. (1969). The ritual process: structure and anti-structure. Chicago: Aldine.

Finding the open in the in-between: changing culture and space in higher educ...

Andrew Middleton and Kathrine Jensen, #OER16 presentation This paper reports on the proposition that "the richest space of all is the in-between space" and connects thinking on liminality (Shortt, 2015), hybridity (Goodwin, Kennedy & Vetere, 2009), Third Space (Bhabha, 2004), and non-formal learning (Eraut, 2000). The challenge of the open is cultural. Ultimately learning happens how and where the learner decides, epitomising the notion of 'remix' (Wiley, 2014) and the other '4Rs' that frame open education. We draw upon a series of self-determined non-formal initiatives that critically examine and seek to develop the relationship between binaries such as formal and informal, teacher and learner, physical and virtual, open and closed to reveal a liminal learner-centred world. Here the learner is already open and is faced with constraints that are remnants of a previous academic tradition. We demonstrate the inadequacy of binaries and polarities in the way we, as academics and as higher education institutions, talk about how students learn and teachers teach, and we make strong connections to the rhetoric and principles of open learning.ReferencesBhabha, H. (2004). The location of culture. New York: Routledge.Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70, pp. 113 - 136.Goodwin, K., Kennedy, G., & Vetere, F. (2009). Exploring co-location in physical, virtual and ‘hybrid’ spaces or the support of informal learning. ASCILITE 2009 "Sa,ed places, different spaces", Auckland Harriet Shortt (2015) Liminality, space and the importance of ‘transitory dwelling places’ at work. Human Relations, April 2015, 68(4), pp. 633-658Wiley, D. (2014) ‘The Access Compromise and the 5th R’. [online] Available at:http://opencontent.org/blog/archives/3221.

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