A presentation for the TCC 2012 online conference with social media manager Laura Milligan - our experiences running #IOLchat. White paper report is linked. Live session included interactive demo with participants using conference and session hashtags.
Moving through MOOCs: Pedagogy, Learning and Patterns of Engagement.
Presentation at EC-TEL 2015, September, 2015, Toledo, Spain.
[This is the shorter, more visual version. The detailed version is available at http://www.slideshare.net/R3beccaF/moving-through-moocs-pedagogy-learning-and-patterns-of-engagement.]
Massive open online courses (MOOCs) are part of the lifelong learning experience of people worldwide. Many of these learners participate fully. However, the high levels of dropout on most of these courses are a cause for concern. Previous studies have suggested that there are patterns of engagement within MOOCs that vary according to the pedagogy employed. The current paper builds on this work and examines MOOCs from different providers that have been offered on the FutureLearn platform. A cluster analysis of these MOOCs shows that engagement patterns are related to pedagogy and course duration. Learners did not work through a three-week MOOC in the same ways that learners work through the first three weeks of an eight-week MOOC.
Wp symposium-he in prisonImproving access and support for Higher Education in...johnroseadams1
OU courses in prison have been a lifeline for reluctant, disaffected and rejected learners for nearly 50 years but the barriers are now bigger than ever. In this session researchers, tutors, course teams and Offender Learning managers come together to bring you the latest research and innovative practice (technological and off-line) from across the University. Join us to discuss how we can share the good practice, improve access and support for HE in prisons (and beyond) for another 50 years, and encourage a Widening Participation agenda which includes all of society, whatever their impediments.
Using quizlet flashcards to study vocabularyandrewcimrie
This presentation will explain how the vocabulary learning website Quizlet can be used by students to learn new words easily and conveniently. It will also show how Quizlet vocabulary flashcards can be downloaded to a mobile device, such as an iPhone, and exported into other apps like Notability.
A presentation for the TCC 2012 online conference with social media manager Laura Milligan - our experiences running #IOLchat. White paper report is linked. Live session included interactive demo with participants using conference and session hashtags.
Moving through MOOCs: Pedagogy, Learning and Patterns of Engagement.
Presentation at EC-TEL 2015, September, 2015, Toledo, Spain.
[This is the shorter, more visual version. The detailed version is available at http://www.slideshare.net/R3beccaF/moving-through-moocs-pedagogy-learning-and-patterns-of-engagement.]
Massive open online courses (MOOCs) are part of the lifelong learning experience of people worldwide. Many of these learners participate fully. However, the high levels of dropout on most of these courses are a cause for concern. Previous studies have suggested that there are patterns of engagement within MOOCs that vary according to the pedagogy employed. The current paper builds on this work and examines MOOCs from different providers that have been offered on the FutureLearn platform. A cluster analysis of these MOOCs shows that engagement patterns are related to pedagogy and course duration. Learners did not work through a three-week MOOC in the same ways that learners work through the first three weeks of an eight-week MOOC.
Wp symposium-he in prisonImproving access and support for Higher Education in...johnroseadams1
OU courses in prison have been a lifeline for reluctant, disaffected and rejected learners for nearly 50 years but the barriers are now bigger than ever. In this session researchers, tutors, course teams and Offender Learning managers come together to bring you the latest research and innovative practice (technological and off-line) from across the University. Join us to discuss how we can share the good practice, improve access and support for HE in prisons (and beyond) for another 50 years, and encourage a Widening Participation agenda which includes all of society, whatever their impediments.
Using quizlet flashcards to study vocabularyandrewcimrie
This presentation will explain how the vocabulary learning website Quizlet can be used by students to learn new words easily and conveniently. It will also show how Quizlet vocabulary flashcards can be downloaded to a mobile device, such as an iPhone, and exported into other apps like Notability.
CCCOER May 11 Webinar: 3 Faculty Perpectives on OER AdoptionUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar on the Faculty Perspective on OER Adoption. We will hear from professors in multiple disciplines including English, Physical Geology, and Psychology on how they have adopted and developed OER to improve teaching and learning and reduce costs, and how they evaluate the results. They will also share what has inspired them to do this work and how their students are benefiting from the pedagogical enhancements.
When:
Wed, May 11, 10amPST/1pmEST
Featured Speakers:
Alisa Cooper, PhD Faculty Director of the Center for Teaching, Learning & Engagement | English Faculty Glendale Community College | Tri-Chair, Maricopa Millions Project
sharing how a Saylor.org literature class sparked a re-development of her own course using digital learning materials to replace links and also how her online/hybrid English department colleagues at Glendale Community College are in the process of crowd sourcing an OER ENG101 (Freshman Composition) course.
Ryan Cumpston, MS, Department Chair, Earth Sciences Faculty, College of Lake County, Illinois
sharing how he has built a lab manual for his Physical Geology class and devoted a lot of time to building digital resources (instructional videos and interactive learning modules). Demonstration of interactive learning module features.
Rajiv Jhangiana, PhD, Psychology Faculty, Kwantlen Polytechnic University, Open Textbook Fellow, OER Research Fellow, Associate Editor NOBA Psychology
sharing how he has adopted open textbooks in his psychology courses, editor and reviewer for for the NOBA OER Psychology Project and other OER communities, and performs OER efficacy research.
Participant Login Information:
No pre-registration is necessary. Please use the link below on the day of the webinar to login and listen.
http://www.cccconfer.org/GoToMeeting?SeriesID=1bffe7d5-29be-46c6-adfc-c7e48e63b2f5
What to consider when designing and implementing online and distance learning in higher education. Invited Paper presented at Chiang Mai University's eLearning Conference, 25-26 July, 2016
Open: Decreasing Costs, Improving Access, and Increasing Quality of EducationDavid Wiley
While "open educational resources" initiatives like MIT OpenCourseWare generated media buzz during the 2000s, a new wave of initiatives is leveraging OER to dramatically decrease the cost, improve access, and increase the quality of secondary and higher education for the average student. This presentation demonstrates how "open" is shaping the field of education, and what is coming in the future.
This talk was delivered at the University of Georgia during March, 2013.
Presented at the Sixth TCU International e-Learning Conference 2015 (IEC2015): Global Trends in Digital Learning in Bangkok, Thailand, 20-21 July 2015.
Learning Spaces - the Final Frontier in Educational DevelopmentSantanu Vasant
A presentation delivered on the Learn Live Stage at BETT 2017 on Learning Spaces in Higher Education, the Challenges, Benefits and meaning to Educational Development
From E-Learning to Active Learning: Transforming the Learning EnvironmentClive Young
Experts from University College London share findings and best practices.
Slides from a webinar event 25 April 2013
Always on the forefront of education and research, University College London boasts one of the world’s most sophisticated e-learning strategies and learning environments. With a mission to deliver the “voices and ideas of UCL experts” to a global audience, the team bringing that goal to fruition is uncovering the benefits of e-learning. By utilising blended learning technologies, the UCL E-Learning Environments team realises the potential to deliver an active learning experience to instructors and students alike.
CCCOER May 11 Webinar: 3 Faculty Perpectives on OER AdoptionUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar on the Faculty Perspective on OER Adoption. We will hear from professors in multiple disciplines including English, Physical Geology, and Psychology on how they have adopted and developed OER to improve teaching and learning and reduce costs, and how they evaluate the results. They will also share what has inspired them to do this work and how their students are benefiting from the pedagogical enhancements.
When:
Wed, May 11, 10amPST/1pmEST
Featured Speakers:
Alisa Cooper, PhD Faculty Director of the Center for Teaching, Learning & Engagement | English Faculty Glendale Community College | Tri-Chair, Maricopa Millions Project
sharing how a Saylor.org literature class sparked a re-development of her own course using digital learning materials to replace links and also how her online/hybrid English department colleagues at Glendale Community College are in the process of crowd sourcing an OER ENG101 (Freshman Composition) course.
Ryan Cumpston, MS, Department Chair, Earth Sciences Faculty, College of Lake County, Illinois
sharing how he has built a lab manual for his Physical Geology class and devoted a lot of time to building digital resources (instructional videos and interactive learning modules). Demonstration of interactive learning module features.
Rajiv Jhangiana, PhD, Psychology Faculty, Kwantlen Polytechnic University, Open Textbook Fellow, OER Research Fellow, Associate Editor NOBA Psychology
sharing how he has adopted open textbooks in his psychology courses, editor and reviewer for for the NOBA OER Psychology Project and other OER communities, and performs OER efficacy research.
Participant Login Information:
No pre-registration is necessary. Please use the link below on the day of the webinar to login and listen.
http://www.cccconfer.org/GoToMeeting?SeriesID=1bffe7d5-29be-46c6-adfc-c7e48e63b2f5
What to consider when designing and implementing online and distance learning in higher education. Invited Paper presented at Chiang Mai University's eLearning Conference, 25-26 July, 2016
Open: Decreasing Costs, Improving Access, and Increasing Quality of EducationDavid Wiley
While "open educational resources" initiatives like MIT OpenCourseWare generated media buzz during the 2000s, a new wave of initiatives is leveraging OER to dramatically decrease the cost, improve access, and increase the quality of secondary and higher education for the average student. This presentation demonstrates how "open" is shaping the field of education, and what is coming in the future.
This talk was delivered at the University of Georgia during March, 2013.
Presented at the Sixth TCU International e-Learning Conference 2015 (IEC2015): Global Trends in Digital Learning in Bangkok, Thailand, 20-21 July 2015.
Learning Spaces - the Final Frontier in Educational DevelopmentSantanu Vasant
A presentation delivered on the Learn Live Stage at BETT 2017 on Learning Spaces in Higher Education, the Challenges, Benefits and meaning to Educational Development
From E-Learning to Active Learning: Transforming the Learning EnvironmentClive Young
Experts from University College London share findings and best practices.
Slides from a webinar event 25 April 2013
Always on the forefront of education and research, University College London boasts one of the world’s most sophisticated e-learning strategies and learning environments. With a mission to deliver the “voices and ideas of UCL experts” to a global audience, the team bringing that goal to fruition is uncovering the benefits of e-learning. By utilising blended learning technologies, the UCL E-Learning Environments team realises the potential to deliver an active learning experience to instructors and students alike.
Using LMS poll data and retrieval practice to encourage accountability and at...GavinPorter6
Given at Hong Kong University of Science and Technology, Centre for Education Innovation, May 11, 2018. Focussed on using the LMS as an audience response system, without the need for external tools.
Guest lecturer for Dr. Kevin Burden's module, Decoding the Digital Society at the University of Hull. Presentation suggests using VoiceThread as an online tool for collaboration. Case study shows use with a secondary school.
Examining how coalescent spaces can transform in-class and out-of-class learningMELSIG
Dr John Couperthwaite
Education Specialist
Echo360
Designing great learning now requires that we think smartly about linking the physical and online environments which can be difficult. When successful staff and students have a shared affinity, purpose and value in what they are doing and how they are using it.
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Learning through engagement: MOOCs as an emergent form of provision. Presentation at ICDE World Conference, Sun City, South Africa, October 2015. Sukaina Walji, Laura Czerniewicz, Andrew Deacon, Janet Small
The View from the Other Side - UEL Learning and Teaching Symposium 2021Santanu Vasant
A talk entitled 'the View from the Other Side' on reflections of the staff experience as we emerge from the Covid19 Pandemic on higher education, what is higher education, how can we have more joy at work etc.
Establishing A Dialogue on Strategic ThinkingSantanu Vasant
A talk given at the Higher Education Institutional Research Conference 2020 Online on Thursday 10th September orgnanised by the University of Brighton.
Planning for Pedagogy, Space and TechnologySantanu Vasant
Planning for Pedagogy, Space and Technology - a workshop delivered at the Association for Learning Technology at the University of Liverpool, 7th September 2017
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. Overview
Where is the research in Lecture Capture now?1
2
3
4
What are the challenges of Lecture Capture?
What are the benefits of Lecture Capture?
How does this all link into student experience?
@santanuvasant
I used Poll Everywhere, I have
put the audience responses in
these slides (not that you can
ever recreate the face to face
experience)
3. What is your perception of lecture
capture?
@santanuvasant
pollev.com/svasant
4. What is your perception of lecture
capture?
@santanuvasant
Your answers
No of votes in brackets
Way to assist student learning and improve student experience (3)
Enhance student learning (2)
A useful tool to support learning (1)
A useful way to engage with a wider audience (1)
Good to capture lecturer but not discussion?
I have found that students love it when it works
Very versatile
A useful tool for lecturers to reflect on their practice
6. A very abridged version of
research so far…
In recent times we had a report on Lecture Capture (LSE, 2013) and a
guide Young. C. and Moes, S. (2013) on more pedagogic use
There has been some concern about Copyright and IPR that Rios-
Amaya, J., Secker, J. and Morrison, C. (2016) report
The use of lecture capture recordings varies between students but
some of them use it more than stated in the literature (Elliott and Neal,
2016)
There has been research by Witton, G. (2016) ‘The value of capture’
advocating a more strategic capturing of some content, not all.
1
2
3
4
8. “…education is on the
brink of being transformed
through learning
technologies; however, it
has been on that brink for
some decades now.”
Professor Diana Laurillard, London
Knowledge Lab, IoE, UCL
(Laurillard, 2008, p1)
@santanuvasant
10. Medieval
Lecture Theatre
What do you notice?
Image: Bologna, 1350s
CC Public Domain
@santanuvasant
Your Answers
Same hierarchy as today's lectures
It's probably freezing cold!!
Lecturn
Student engagement doesn't seem to have changed
much!
Lines of seats, gender
colourful clothes,verticality
Bored students
same set up as now
11. A very challenging area of educational
technology, but why?...
The students ask for it, often when the lecturer doesn’t want to use it
and makes this a political issue
Some universities go for opt-out policies to capture everything
Structures and politics in education and technology adoption
(Selwyn & Facer, 2014) are difficult to navigate – Lecture Capture is a
disruptive technology, but only if you let it.
The academic feels threatened, this needs lots of work from
management (depending on institution)
1
2
3
4
12. “…this academic engagement is an
important step in innovation in
learning design and with so many
of our participants taking this step
quite naturally, we believe lecture
capture has a genuine capacity for
transformation at the individual and
institutional level” (Moes & Young,
2013, p.8).
@santanuvasant
14. Some very big benefits in Lecture
Capture if used well...
Supplementary use of the recordings at their own pace
(Soong et al, 2006 and Cooke et al, 2012)
Good for students at revision time (Copley, 2007)
Aids notetaking (Leadbeater et al, 2013)
Improves attainment in some cases (Williams et al, 2016)
1
2
3
4
https://www.york.ac.uk/staff/teaching
/support/recording-lectures/student-
advice/
16. Modern
Lecture Theatre
What do you notice?
Image: ELG01, City,
University of London
@santanuvasant
Your Answers
Students have always slept through lectures
People asleep, talking at the back
Some 'learners'don't look like they are learning,Engagement
It will probably be freezing cold!!!! Two people look like they are having a nice chinwag!!,More
attentive because they know that they are having their photo taken.
Students don't seem to be paying attention,Students clearly posed!!
Student engagement doesn't seem to have changed much!,Really engaged students
Gender,The lines of seats,People not paying attention
Students seem receptive but are they engaged,Interested students
Students looking at lecturer
They are having separate conversations
The Medieval and modern ones look to have a similar format - someone standing at the front and
others listening (or not),quite similar format to medieval one but bit more PC
Students looked disengaged,Similar to modern lectures,Student
All men,More women
A bit posed?
Two people talking at the back,All looking at the same place so shared experience.
Laughing students,Lecturer still anchored to front
students are looking up
17. “… a recording of a bad lecture
can actually improve that
lecture….. What a wonderful
observation. The fact that you
can skip the bad bits, replay
and watch it several times
actually improve the
experience.”
Donald Clark, 2011
@santanuvasant
18. Are you a teacher-centred or
student-centred teacher?
@santanuvasant
pollev.com/svasant
19. Are you a teacher-centred or
student-centred teacher?
@santanuvasant
Your Answers
Student and teacher centered
Student
Both!
I like to think I'm student centred,Student,Think
Student-centred
Student-centred
Both
a bit of both,depends what these terms mean
Student
student centered solipsist*
You have to think about students.
*Solipsist (noun) the view or theory
that the self is all that can be
known to exist.
20. What type of teacher-centred or
student-centred activities do you
do in your large group teaching?
@santanuvasant
pollev.com/svasant
21. What type of teacher-centred or
student-centred activities do you
do in your large group teaching?
@santanuvasant
Your Answers
No of votes in brackets
Ask questions (7)
Use small group discussion (6)
Paired/small group discussion,Presentations,Kefalonia method (6)
student presentations (4)
Pair work (4)
breakout groups (4)
break into discussion groups (4)
students writing on whiteboard (2)
student-led classes (2)
Quiz (2)
small group discussions always, even in large lecture classes (1)
Role play
22. What does this all
mean?
@santanuvasant CC Public Domain
23. What do you to after your lecture
has captured?
@santanuvasant
pollev.com/svasant
24. What do you to after your lecture
has captured?
@santanuvasant
Your Answers
Some lecturers I work with edit their recordings, others are straight to screen.
Put on moodle
Versatility of use
Make it available to students,What I don't do is reflect on it...,Reflect,Prepare for next time,Prepare,Use of pollev!
Edit,Use Panopto strategically
Edit..
post it to students,edit it,laugh at wonderfully amateur production values,important to align video recording with learning
objectives
Edit. Inform attendees where to find the recording,Reflection
Check it has worked,Investment needed
engage
Use poller tool more
Moodle
25. What is one thing you have taken
from this talk on lecture capture?
@santanuvasant
pollev.com/svasant
26. What is one thing you have taken
from this talk on lecture capture?
@santanuvasant
Your Answers
Edit talk
Interactivity
Use of pollev!,
Dealing with silences in lectures
Be instructional
Interesting snap shots of how the technology is being used.
To tell students how we envisage them using the videos
Review, edit, reflect & adapt
Reflect
To be instructional; provide guidance
Not making technology disruptive
Disruptive Technology: Lecture Capture. I’m Santanu Vasant, an Educational Technologist in the Department for Learning Enhancement and Development (LEaD) at City, University of London. This is B200, our new flagship 240 seat Harvard Horseshoe Lecture Theatre, designed by academics for academic, facilitated by LEaD. It’s having its official Royal Opening today.
1 min
1 min
So where is the research at now…
https://www.slideshare.net/mattcornock/understanding-how-and-why-students-use-lecture-captures - for more information from University of York.
We often feel that we are pushing a large rock up a cliff, when we should be breaking this rock into pebbles and carrying them to the top. Small changes in practice over time add up.
A quite from Professor Laurillard, which makes me smile every time I see it.
What do you notice here?
What do you notice here?
The politics of Lecture Capture is beyond this talk, it might come up in other talks, but it’s disruptive as it has arrived in 5-7 years to be part of the educational technology offer to students.
For academics, the learning design, how the learning experience is created, curated for the students is the most important thing. Until this doesn’t happen, it will be just repeating bad pedagogy for the students.
You need to teach students how to use it, it’s another resource. We teach them Library Information Science Tools, why don’t we teach them how to make better use of Lecture Capture (if their course uses it).
Imagine you could cut out this talk to 3 mins? That’s the length of an average YouTube clip (or music video) and what most students watch.
So, what does all this mean for Student Experience? It matters as Gen Z consume and look at media differently and there’s a spilt attention theory to consider (Sawyer, 2006)