This document discusses science process skills and integrating technology into teaching. It outlines skills like making observations, asking questions, planning investigations, and communicating explanations. It then provides examples of web tools and technologies teachers can use like blogs, YouTube, flipped classroom, and Google platforms. The document also discusses assessing the impact of blogs on teaching and an academic framework for curriculum planning, observation, and reporting.
The document summarizes several pilots conducted using captured lecture recordings called "knowledge clips". The pilots involved recording lectures and reusing the clips in web tutorials and tasks. Student feedback was also collected. Results showed benefits for both teachers and students, including better exam preparation, time savings, and higher pass rates for students, as well as interaction benefits and a growing knowledge archive for teachers. However, weblectures require careful planning and work best with interaction to replace in-person lectures.
The document discusses creating successful online learning environments. It introduces a workshop on getting started with online courses and discusses checking in with participants about their teaching experiences and what they hope to learn. It also touches on conceptualizing the online learning space and considering where courses fall on the continuum between technology-enhanced, online, and distance learning, as well as knowing students' constraints in terms of time, technology, and distance.
This document summarizes a presentation on providing engaging online learning experiences through design. The presentation covers developing a teaching philosophy, examples of online course design and activities, tools to engage learners and improve outcomes, and managing online teaching time efficiently. Learning outcomes include contributing to a wall of teaching philosophies and listing three tools that engage learners. The presentation discusses online course design approaches, the importance of interaction, and provides examples of tools like Padlet, Adobe Connect, and Zaption.
Online Tests: Filling in the Gaps | Mary-Ann Shuker & Dr Suzzanne Owen - Grif...Blackboard APAC
Blackboard online tests are powerful, with multiple settings and multiple question types. So often test are created with only two question types - multiple choice and short answer - with the majority testing recall only. Academics are often confused or simply unaware of all the settings and steps in administering tests. We present a tool developed to: engage academics with the full range of automatically marking question types; explain how to create higher order thinking questions; and expose them to the full workflow of online test capabilities. This tool can be used in a class or as self-directed learning. Finally we share statistics and feedback on its success and a tricky method for enticing busy academics to fully engage in a class for two hours.
Using the Test Centre Tool: an opportunity to inform learning and teachingAuSakai
David Maxwell & Lynnette Flynn,
Charles Sturt University
The Test Centre tool was implemented to aid student reflection; to inform the teaching approach and for subject assessment purposes. The challenges the subject coordinator experienced; initial student attitudes and suggested areas for improvement will be addressed.
This presentation reviews an initial utilisation of the Test Centre tool by the subject coordinator of an undergraduate distance subject ‘Advertising Principles’ (Bachelor of Media Communication. This subject requires students to gain an understanding of complex concepts in the advertising process: research, positioning, strategy, creative execution and media selection. There is a need to progressively assess student learning throughout the subject. This is required for a number of reasons: as an aid to students reflecting and monitoring their learning; for student progress to inform the teaching approach of the subject, and to obtain evidence of student learning for assessment purposes. This presentation examines the assumed level of knowledge and intuitiveness of the user required for successful test implementation to meet assessment requirements of the subject. The outcomes of the implementation and students attitudes to the test centre tool will be explored. The subject coordinator and educational designer will make suggestions for further developments and improvement to the tool.
211119 (wr) v1 when f2 f synchronous asynchronous online learningWilfredRubens.com
Bij het ontwerpen van blended learning kun je kiezen tussen de drie manieren in de titel van deze post. Op 2 december 2021 heb ik tijdens de Online Educa in Berlijn een sessie verzorgd over didactische overwegingen die je hierbij kunt hanteren.
Web Lessons is an online learning management system that structures the internet into a safe learning environment for students, guiding them through curated content on various websites. It uses a research-based instructional model with four steps: prepare, learn, practice, and apply. The prepare step activates prior knowledge. Learn has students guided through rich media resources. Practice provides quizzes for reinforcement and assessment. Apply gives projects for creative knowledge application.
This document discusses science process skills and integrating technology into teaching. It outlines skills like making observations, asking questions, planning investigations, and communicating explanations. It then provides examples of web tools and technologies teachers can use like blogs, YouTube, flipped classroom, and Google platforms. The document also discusses assessing the impact of blogs on teaching and an academic framework for curriculum planning, observation, and reporting.
The document summarizes several pilots conducted using captured lecture recordings called "knowledge clips". The pilots involved recording lectures and reusing the clips in web tutorials and tasks. Student feedback was also collected. Results showed benefits for both teachers and students, including better exam preparation, time savings, and higher pass rates for students, as well as interaction benefits and a growing knowledge archive for teachers. However, weblectures require careful planning and work best with interaction to replace in-person lectures.
The document discusses creating successful online learning environments. It introduces a workshop on getting started with online courses and discusses checking in with participants about their teaching experiences and what they hope to learn. It also touches on conceptualizing the online learning space and considering where courses fall on the continuum between technology-enhanced, online, and distance learning, as well as knowing students' constraints in terms of time, technology, and distance.
This document summarizes a presentation on providing engaging online learning experiences through design. The presentation covers developing a teaching philosophy, examples of online course design and activities, tools to engage learners and improve outcomes, and managing online teaching time efficiently. Learning outcomes include contributing to a wall of teaching philosophies and listing three tools that engage learners. The presentation discusses online course design approaches, the importance of interaction, and provides examples of tools like Padlet, Adobe Connect, and Zaption.
Online Tests: Filling in the Gaps | Mary-Ann Shuker & Dr Suzzanne Owen - Grif...Blackboard APAC
Blackboard online tests are powerful, with multiple settings and multiple question types. So often test are created with only two question types - multiple choice and short answer - with the majority testing recall only. Academics are often confused or simply unaware of all the settings and steps in administering tests. We present a tool developed to: engage academics with the full range of automatically marking question types; explain how to create higher order thinking questions; and expose them to the full workflow of online test capabilities. This tool can be used in a class or as self-directed learning. Finally we share statistics and feedback on its success and a tricky method for enticing busy academics to fully engage in a class for two hours.
Using the Test Centre Tool: an opportunity to inform learning and teachingAuSakai
David Maxwell & Lynnette Flynn,
Charles Sturt University
The Test Centre tool was implemented to aid student reflection; to inform the teaching approach and for subject assessment purposes. The challenges the subject coordinator experienced; initial student attitudes and suggested areas for improvement will be addressed.
This presentation reviews an initial utilisation of the Test Centre tool by the subject coordinator of an undergraduate distance subject ‘Advertising Principles’ (Bachelor of Media Communication. This subject requires students to gain an understanding of complex concepts in the advertising process: research, positioning, strategy, creative execution and media selection. There is a need to progressively assess student learning throughout the subject. This is required for a number of reasons: as an aid to students reflecting and monitoring their learning; for student progress to inform the teaching approach of the subject, and to obtain evidence of student learning for assessment purposes. This presentation examines the assumed level of knowledge and intuitiveness of the user required for successful test implementation to meet assessment requirements of the subject. The outcomes of the implementation and students attitudes to the test centre tool will be explored. The subject coordinator and educational designer will make suggestions for further developments and improvement to the tool.
211119 (wr) v1 when f2 f synchronous asynchronous online learningWilfredRubens.com
Bij het ontwerpen van blended learning kun je kiezen tussen de drie manieren in de titel van deze post. Op 2 december 2021 heb ik tijdens de Online Educa in Berlijn een sessie verzorgd over didactische overwegingen die je hierbij kunt hanteren.
Web Lessons is an online learning management system that structures the internet into a safe learning environment for students, guiding them through curated content on various websites. It uses a research-based instructional model with four steps: prepare, learn, practice, and apply. The prepare step activates prior knowledge. Learn has students guided through rich media resources. Practice provides quizzes for reinforcement and assessment. Apply gives projects for creative knowledge application.
Web Lessons is an online learning management system that structures the internet into an organized learning environment for students. It transforms a web browser into a guided learning screen-within-a-screen. Web Lessons follows an instructional model of Prepare, Learn, Practice, and Apply. It prepares students with background knowledge, guides them through engaging online resources, has them practice with quizzes, and applies their learning through projects.
Web Lessons is an online learning management system that structures the internet into a safe learning environment for students, guiding them through curated educational websites. It uses an instructional model comprised of four steps: prepare, learn, practice, and apply. The prepare step activates prior knowledge with introductions and scenarios. Students then learn through engaging media-rich websites, with integrated questions and references. They practice their understanding through short quizzes with feedback. Finally, students apply what they learned through written projects tied to the initial scenario.
M enabling assessment for learning presentationLisa Donaldson
This document discusses the use of classroom polling software and mobile technologies for formative assessment. It describes how these tools can provide immediate feedback to teachers and students, facilitate active learning, and gauge conceptual understanding during lectures. Several polling applications are mentioned, including Kahoot, Socrative, and Participoll. The document provides tips for best pedagogical use, such as using polls for quizzing on readings, testing recall of lectures, or eliciting pre-existing student thinking. It emphasizes that stimulating discussion questions are key and that teachers should test the tools first and define the learning rationale before each use.
1. The document discusses the need for new teaching methods for Generation Y learners who are motivated, self-directed, and have access to vast information online.
2. Traditional classroom teaching methods often fail to engage learners, whereas Generation Y learners demand engagement through visual, auditory, and kinesthetic learning.
3. Successful teaching of Generation Y learners requires engaging them through small group activities and assignments tailored to different abilities, as well as recognizing that learning happens both inside and outside the classroom with technology.
A personal response system (PRS) allows students in large lectures or presentations to answer poll questions using a keypad or other device. It engages students by having them actively participate. Instructors can gauge understanding in real-time and adjust their teaching accordingly. Setting up a PRS involves students having keypads, the classroom having receivers, and integrating the system into PowerPoint presentations with polling questions and charts to display responses.
To be a successful e-teacher for new generation learners, teachers must engage students through visual, auditory, and kinesthetic learning activities. Traditional classroom methods often fail to engage learners, who are now motivated, self-directed, and access information instantly online. Evaluation should be ongoing and focus on concepts rather than just testing. Teachers must adopt technology like learning management systems and web meetings to engage learners outside the classroom and prepare them for the future.
This document provides an overview of D2L for teaching assistants, including:
- An introduction to the Learning Technologies Coaches and the technologies they support, such as D2L, TopHat, and Adobe Connect.
- Details on access levels in D2L and who controls them.
- Tips for working in D2L, including having a backup plan in case of issues and how to view courses as a student.
- Guidance on communicating appropriately with students through D2L and working with instructors.
Using Panopto for students’ self-submitted lesson observations.
Teachers on postgraduate specialist inclusion courses are required to have
observation of their practice of teaching and assessment. Many of these teachers are
distance learners so it was not practical for a tutor to visit these teachers in person.
The lessons that the teachers undertake are usually one to one specialist lessons and
up to an hour long.
Panopto is available throughout the university, mainly used to record lectures as a tool
to support learning but we decided to explore the use of this in an innovative way. The
aim was to provide a system where students could upload their recorded lessons
securely to the VLE. These could then be viewed by the observation tutor for formative,
then summative feedback.
Students are encouraged to use the recorded lessons to reflect on their own practice
and evaluations on lessons have improved since students have been using this
process. We also decided to use the system as a tool for teaching and learning.
Recorded lessons have been shown in face to face sessions for critical evaluation.
The system is being been used on the Postgraduate Certificate in SpLD (Dyslexia)
and Postgraduate Certificate Education (Dyscalculia). The courses are blended
courses with a required number of face to face teaching sessions and the additional
teaching is online. The teachers on these programmes are nationwide. The courses
have external professional accreditation from the British Dyslexia Association. There
are 60-80 teachers on the Dyslexia course and they need 4 observations each. There
are 15-20 teachers on dyscalculia course who have 3 observations. Observation tutors
give feedback on the lesson observations and there is moderation of these by the
programme leader and external moderation by the British Dyslexia Association and
external examiners.
Panopto has given us the opportunity to streamline the students’ workflow, as well as
provide detailed, swift feedback, secure access for moderators, a valuable reflection
tool for students and a permanent record of assessment for quality assurance.
Anne McLoughlin
Senior Lecturer, Professional Learning
Edge Hill University
Scott Farrow
Content Developer & VLE Support Officer
Edge Hill University
4 tips are provided for improving student evaluations in online classes: 1) conduct online orientations to explicitly outline expectations and instructions, including a syllabus quiz; 2) administer frequent course surveys to allow for ongoing changes and student feedback; 3) use audio and video tools like Audacity and Jing to provide personalized feedback with less effort; 4) and collect student feedback throughout the course to address concerns and train students on observation.
TLC2016 - Mobile Learning – Unlocking the potential of authentic assessment a...BlackboardEMEA
Presenter: Chris Moore
Organisation: University of the West of England
Description: Authentic assessment has the potential to be very valuable, allowing for much more complex analysis of the students’ performance than traditional de-contextualised assessments.
On the other hand, online examinations under controlled conditions can be unviable for large student cohorts due to pressures on the real estate of the institution.
This session will showcase a number of innovative initiatives that are enabling us to create sustainable authentic assessments and very flexible online examinations.
We will bring a number of mobile devices to the session, so that attendees will have the opportunity to experience first-hand the solutions we have developed, actively participating during the session.
Maximizing flexibility and learning Aasbrenn M-2009 ICDE2009Martin Aasbrenn
I'm not a big fan of text on PowerPoint, but my slides at least contain the main points from the presentation.
I plan to post these ideas as a video on the web in a couple of days, will put the link here as well then.
Microsoft Classroom is a digital classroom tool introduced in 2016 that allows teachers to share announcements, assign work, provide feedback, and track assignment completion for students. Key features include pushing assignments and quizzes to students, notifying them of due dates through email, collecting and grading work digitally, and facilitating class discussions. The presentation demonstrated how to use Announcements, Assignments, and grading tools in Microsoft Classroom. Teachers were informed that their students' accounts have been created and that they can begin adding content, while students should check their school email for notifications about new assignments and announcements.
This document discusses effective and ineffective uses of PowerPoint in instructional settings. It outlines several potential benefits of PowerPoint, including engaging multiple learning styles and enriching the curriculum. However, it also notes challenges, such as presentations being teacher-centered rather than interactive. The document provides examples of incorporating interaction and feedback into PowerPoint, such as using student response clickers and case studies. It also describes using PowerPoint for worksheets and narrated slideshows to facilitate online learning. The goal is to use PowerPoint to enhance learning rather than simply convey information.
This document provides an overview and schedule for an upcoming course. It includes the following key information:
- Dates for upcoming Modules 10-13, the final project, exam, and class gift exchange
- Descriptions of the topics and content to be covered in each module, including lesson plans, virtual schools, assessments, and learning theory
- Reminders about assignment due dates like wiki grades and the final project
- Information about the final exam, survey, and class gift exchange at the end of the course
The document discusses integrating digital technologies into student assessment and feedback. It shares perspectives from students and academics on using audio recordings to capture feedback during studio critiques. While some students were initially reluctant due to embarrassment, most found the recordings useful to revisit feedback. Academics found recording feedback to be simple and it mirrored typical studio practices. Not having to take written notes during critiques was also seen as beneficial.
This document provides information about online student support services available through the Online Education Initiative (OEI). It discusses readiness workshops and multimedia tutorials to help students prepare for online learning. Tutoring resources like NetTutor and WorldWideWhiteboard are promoted. Basic skills support modules are presented in topics like English, math, reading, library research, and ESL that faculty can embed in their online courses. Examples are given of how to integrate these resources for assignments involving writing, reading, sociology, economics, and psychology courses. The goal is to help students successfully complete course requirements by referring them to relevant instructional and personal support services.
This document discusses various topics relating to assessment in education. It addresses the central role of assessment in framing student learning and defining the curriculum. Different types of assessment are examined, including formative and summative assessment. Considerations for effective assessment are also outlined, such as validity, reliability, fairness and security. The document references theories from various scholars and considers issues like norm-referenced versus criterion-referenced assessment.
Mentor training presentation for PCE programme, 2013James Atherton
This document outlines the mentor training for a PGCE/Certificate in Education program. It discusses:
1. The course is based on a spiral curriculum that revisits material in greater detail over multiple terms.
2. Professional practice units involve a learning contract, minimum of 50 hours teaching, 4 observations (2 by tutors and 2 by mentors), 10 hours of reflective evaluation, and a reflective journal.
3. Observations are formative and use a standard form to provide feedback on 10 areas of teaching practice. Mentors observe trainees twice per year.
The purpose of mentoring is to help trainees improve by discussing their work in a supportive way, focusing on their goals and experience in teaching
Web Lessons is an online learning management system that structures the internet into an organized learning environment for students. It transforms a web browser into a guided learning screen-within-a-screen. Web Lessons follows an instructional model of Prepare, Learn, Practice, and Apply. It prepares students with background knowledge, guides them through engaging online resources, has them practice with quizzes, and applies their learning through projects.
Web Lessons is an online learning management system that structures the internet into a safe learning environment for students, guiding them through curated educational websites. It uses an instructional model comprised of four steps: prepare, learn, practice, and apply. The prepare step activates prior knowledge with introductions and scenarios. Students then learn through engaging media-rich websites, with integrated questions and references. They practice their understanding through short quizzes with feedback. Finally, students apply what they learned through written projects tied to the initial scenario.
M enabling assessment for learning presentationLisa Donaldson
This document discusses the use of classroom polling software and mobile technologies for formative assessment. It describes how these tools can provide immediate feedback to teachers and students, facilitate active learning, and gauge conceptual understanding during lectures. Several polling applications are mentioned, including Kahoot, Socrative, and Participoll. The document provides tips for best pedagogical use, such as using polls for quizzing on readings, testing recall of lectures, or eliciting pre-existing student thinking. It emphasizes that stimulating discussion questions are key and that teachers should test the tools first and define the learning rationale before each use.
1. The document discusses the need for new teaching methods for Generation Y learners who are motivated, self-directed, and have access to vast information online.
2. Traditional classroom teaching methods often fail to engage learners, whereas Generation Y learners demand engagement through visual, auditory, and kinesthetic learning.
3. Successful teaching of Generation Y learners requires engaging them through small group activities and assignments tailored to different abilities, as well as recognizing that learning happens both inside and outside the classroom with technology.
A personal response system (PRS) allows students in large lectures or presentations to answer poll questions using a keypad or other device. It engages students by having them actively participate. Instructors can gauge understanding in real-time and adjust their teaching accordingly. Setting up a PRS involves students having keypads, the classroom having receivers, and integrating the system into PowerPoint presentations with polling questions and charts to display responses.
To be a successful e-teacher for new generation learners, teachers must engage students through visual, auditory, and kinesthetic learning activities. Traditional classroom methods often fail to engage learners, who are now motivated, self-directed, and access information instantly online. Evaluation should be ongoing and focus on concepts rather than just testing. Teachers must adopt technology like learning management systems and web meetings to engage learners outside the classroom and prepare them for the future.
This document provides an overview of D2L for teaching assistants, including:
- An introduction to the Learning Technologies Coaches and the technologies they support, such as D2L, TopHat, and Adobe Connect.
- Details on access levels in D2L and who controls them.
- Tips for working in D2L, including having a backup plan in case of issues and how to view courses as a student.
- Guidance on communicating appropriately with students through D2L and working with instructors.
Using Panopto for students’ self-submitted lesson observations.
Teachers on postgraduate specialist inclusion courses are required to have
observation of their practice of teaching and assessment. Many of these teachers are
distance learners so it was not practical for a tutor to visit these teachers in person.
The lessons that the teachers undertake are usually one to one specialist lessons and
up to an hour long.
Panopto is available throughout the university, mainly used to record lectures as a tool
to support learning but we decided to explore the use of this in an innovative way. The
aim was to provide a system where students could upload their recorded lessons
securely to the VLE. These could then be viewed by the observation tutor for formative,
then summative feedback.
Students are encouraged to use the recorded lessons to reflect on their own practice
and evaluations on lessons have improved since students have been using this
process. We also decided to use the system as a tool for teaching and learning.
Recorded lessons have been shown in face to face sessions for critical evaluation.
The system is being been used on the Postgraduate Certificate in SpLD (Dyslexia)
and Postgraduate Certificate Education (Dyscalculia). The courses are blended
courses with a required number of face to face teaching sessions and the additional
teaching is online. The teachers on these programmes are nationwide. The courses
have external professional accreditation from the British Dyslexia Association. There
are 60-80 teachers on the Dyslexia course and they need 4 observations each. There
are 15-20 teachers on dyscalculia course who have 3 observations. Observation tutors
give feedback on the lesson observations and there is moderation of these by the
programme leader and external moderation by the British Dyslexia Association and
external examiners.
Panopto has given us the opportunity to streamline the students’ workflow, as well as
provide detailed, swift feedback, secure access for moderators, a valuable reflection
tool for students and a permanent record of assessment for quality assurance.
Anne McLoughlin
Senior Lecturer, Professional Learning
Edge Hill University
Scott Farrow
Content Developer & VLE Support Officer
Edge Hill University
4 tips are provided for improving student evaluations in online classes: 1) conduct online orientations to explicitly outline expectations and instructions, including a syllabus quiz; 2) administer frequent course surveys to allow for ongoing changes and student feedback; 3) use audio and video tools like Audacity and Jing to provide personalized feedback with less effort; 4) and collect student feedback throughout the course to address concerns and train students on observation.
TLC2016 - Mobile Learning – Unlocking the potential of authentic assessment a...BlackboardEMEA
Presenter: Chris Moore
Organisation: University of the West of England
Description: Authentic assessment has the potential to be very valuable, allowing for much more complex analysis of the students’ performance than traditional de-contextualised assessments.
On the other hand, online examinations under controlled conditions can be unviable for large student cohorts due to pressures on the real estate of the institution.
This session will showcase a number of innovative initiatives that are enabling us to create sustainable authentic assessments and very flexible online examinations.
We will bring a number of mobile devices to the session, so that attendees will have the opportunity to experience first-hand the solutions we have developed, actively participating during the session.
Maximizing flexibility and learning Aasbrenn M-2009 ICDE2009Martin Aasbrenn
I'm not a big fan of text on PowerPoint, but my slides at least contain the main points from the presentation.
I plan to post these ideas as a video on the web in a couple of days, will put the link here as well then.
Microsoft Classroom is a digital classroom tool introduced in 2016 that allows teachers to share announcements, assign work, provide feedback, and track assignment completion for students. Key features include pushing assignments and quizzes to students, notifying them of due dates through email, collecting and grading work digitally, and facilitating class discussions. The presentation demonstrated how to use Announcements, Assignments, and grading tools in Microsoft Classroom. Teachers were informed that their students' accounts have been created and that they can begin adding content, while students should check their school email for notifications about new assignments and announcements.
This document discusses effective and ineffective uses of PowerPoint in instructional settings. It outlines several potential benefits of PowerPoint, including engaging multiple learning styles and enriching the curriculum. However, it also notes challenges, such as presentations being teacher-centered rather than interactive. The document provides examples of incorporating interaction and feedback into PowerPoint, such as using student response clickers and case studies. It also describes using PowerPoint for worksheets and narrated slideshows to facilitate online learning. The goal is to use PowerPoint to enhance learning rather than simply convey information.
This document provides an overview and schedule for an upcoming course. It includes the following key information:
- Dates for upcoming Modules 10-13, the final project, exam, and class gift exchange
- Descriptions of the topics and content to be covered in each module, including lesson plans, virtual schools, assessments, and learning theory
- Reminders about assignment due dates like wiki grades and the final project
- Information about the final exam, survey, and class gift exchange at the end of the course
The document discusses integrating digital technologies into student assessment and feedback. It shares perspectives from students and academics on using audio recordings to capture feedback during studio critiques. While some students were initially reluctant due to embarrassment, most found the recordings useful to revisit feedback. Academics found recording feedback to be simple and it mirrored typical studio practices. Not having to take written notes during critiques was also seen as beneficial.
This document provides information about online student support services available through the Online Education Initiative (OEI). It discusses readiness workshops and multimedia tutorials to help students prepare for online learning. Tutoring resources like NetTutor and WorldWideWhiteboard are promoted. Basic skills support modules are presented in topics like English, math, reading, library research, and ESL that faculty can embed in their online courses. Examples are given of how to integrate these resources for assignments involving writing, reading, sociology, economics, and psychology courses. The goal is to help students successfully complete course requirements by referring them to relevant instructional and personal support services.
This document discusses various topics relating to assessment in education. It addresses the central role of assessment in framing student learning and defining the curriculum. Different types of assessment are examined, including formative and summative assessment. Considerations for effective assessment are also outlined, such as validity, reliability, fairness and security. The document references theories from various scholars and considers issues like norm-referenced versus criterion-referenced assessment.
Mentor training presentation for PCE programme, 2013James Atherton
This document outlines the mentor training for a PGCE/Certificate in Education program. It discusses:
1. The course is based on a spiral curriculum that revisits material in greater detail over multiple terms.
2. Professional practice units involve a learning contract, minimum of 50 hours teaching, 4 observations (2 by tutors and 2 by mentors), 10 hours of reflective evaluation, and a reflective journal.
3. Observations are formative and use a standard form to provide feedback on 10 areas of teaching practice. Mentors observe trainees twice per year.
The purpose of mentoring is to help trainees improve by discussing their work in a supportive way, focusing on their goals and experience in teaching
This document discusses various theories and concepts related to emotions in teaching and learning. It covers Plutchik's Wheel of Emotions, optimal stress and arousal levels, reversal theory, Herzberg's motivational and hygiene factors, Maslow's hierarchy of needs, learning curves, grit, mindset theory, emotions inherent in the learning process, and how learning can involve loss of old knowledge and confidence before gaining new understanding. The theories presented provide frameworks for understanding emotional aspects of education.
1) A survey was conducted of 128 PGCE/Cert Ed students who attended the Year 2 First Study Day on November 10th, 2012 at the University of Bedfordshire to evaluate various aspects of the day.
2) Responses showed mixed reactions to the keynote speaker and question time exercise, with many feeling the speaker avoided questions and it was too political, while the ICT session was overwhelmingly praised as very useful and inspiring.
3) Feedback on the interest group work was generally positive, though some felt it lacked relevance or they did not have time to participate, and responses were varied on whether the timing was appropriate.
The document describes an approach to science teaching called Questions, Claims, and Evidence that engages students through linking literacy and scientific inquiry. It replaces traditional lab reports with the writing processes of scientists as they search for answers to questions. The approach immerses students in scientific inquiry and writing by transforming experiments from following directions into opportunities for students to pose and answer their own questions. It helps teachers increase student interest in science, improve their analysis skills, and boost their science writing. The approach also supports teachers by broadening their knowledge, providing evaluation tools, and answering frequently asked questions. Trying this new approach could motivate students and improve their writing while allowing students to enjoy and learn from science.
The document discusses aspects of curriculum design using several models. It introduces Biggs' 3Ps model, which describes the teaching-learning situation as having three stages: presage, process, and product. It then discusses an input-output model of educational systems, noting that in open systems not all components can be fixed. The document concludes by noting that if you want to put students through a standard course but have them come out with capabilities at a set level, you cannot fix all three components of input, process, and output.
This document provides a summary of evaluation responses from the first study day of a PGCE/Cert Ed program. Key findings include:
- Most respondents felt they knew what to expect from the day and found it to be enjoyable overall.
- Sessions on registration, the library induction, technology for learning and teaching, and a talk by Sue Cowley were well received.
- The interest group task and time allocated for interest groups could be improved, with some finding not all subjects were catered to and time was too short.
- Many respondents indicated they left Sue Cowley's session feeling stimulated and with ideas they could use.
A short paper given at the 4th Theshold Concepts conference in Dublin, 28-29 June 2012.
It discusses how the system of vocational education in particular militates against permitting liminality and hence by extension the teaching of threshold ideas.
The document summarizes evaluation responses from a Study Day event in 2012 for PGCE/Cert Ed students at the University of Bedfordshire. Over 140 students responded to questions about the usefulness of the topic for the day, the stimulating nature of a session speaker, and whether students found takeaways from their interest group discussions and shared resources that could be used going forward. The full written responses are available upon request as they could not be conveniently reported in the format presented.
The document outlines steps for preparing a submission for Unit 2 in March 2012, beginning with telling the story of one's practice based on critical incidents. It instructs to provide necessary background context, examine choices made regarding methods and why, and whether those choices proved good. It recommends reviewing literature to see how other ideas and research can inform practice, and writing multiple versions incorporating explanations, literature, and ensuring outcomes are addressed.
This document summarizes evaluations from a study day for a PGCE/Cert Ed program. Based on 53 responses, which likely represent only 25% of attendees, feedback was mixed. For Professor Ecclestone's session on disempowerment of teachers, some found it interesting but not useful, while others enjoyed the question and answer portion. Feedback on the interest groups was that discussions were useful but sometimes wandered off topic. The session on progression, CPD and QTLS was described as confusing and not focused enough. The technology-enhanced learning session was seen as rushed by some, while others found it always interesting to share resources. A few respondents thought the entire day was a waste of time.
The document provides instructions for interest groups following a lecture on assessing fragile learners. Attendees are asked to discuss the lecturer's analysis, identify three ways to develop practice to address challenges, and list ideas on a flip-chart to be shared and used as a resource. The document also lists various interest group topics.
The document discusses the concept of intelligence and how it has been defined and measured. It covers topics like the development of IQ tests by researchers like Binet and Wechsler to quantify intelligence. It also discusses debates around the existence of general intelligence ("g factor") versus theories of multiple intelligences. Testing of intelligence incorporates areas like verbal reasoning, quantitative reasoning, abstract thinking, and memory.
Basic introduction to using presentations to support teachingJames Atherton
The document provides guidance on using presentation packages to support teaching. It discusses using slides to help students follow lengthy lectures and highlights some key issues to consider, such as using bullet points sparingly, keeping slides simple with few words, and ensuring slides complement rather than just repeat the spoken content. The focus is on designing slides that enhance learning rather than attracting undue attention to themselves.
Swot reports from disciplinary interest groupsJames Atherton
This document provides instructions for interest groups at a PGCE/Cert Ed program to conduct a SWOT analysis of their discipline or area of practice based on a lecture about professionalism in lifelong learning. The groups are asked to discuss the lecture, undertake a SWOT analysis evaluating their area's potential for change, and share their analysis with a paired group. The completed SWOT charts will be collected and uploaded online as a resource. SWOT analysis involves identifying strengths, weaknesses, opportunities, and threats in relation to the environment. Discipline groups listed include adult literacy, engineering, health and social care, and more.
Evaluation of first Year 2 Study Day on 12 NovemberJames Atherton
1. Evaluations were collected from 157 PGCE/Cert Ed students about the University of Bedfordshire Year 2 Study Day on November 12, 2011.
2. Based on the evaluations, most students found the topics covered during the day to be relevant to their work. Frank Coffield's keynote session was viewed as very stimulating by most attendees.
3. The question time session following Coffield's talk was also viewed positively, though some felt it could have been chaired more actively or allowed for more questions. Group work in the afternoon was found to be quite or very useful by most students.
- An evaluation was conducted of a study day for a PGCE/Cert Ed program with 179 responses. Overall the day was described as worthwhile, well-organized, and helpful to meet others, though some found it overwhelming or felt some sessions could be improved.
- Students rotated through various 45-minute sessions on managing the course, advice from current students, learning tools, and the virtual learning environment. Some had issues with registration or felt some sessions were rushed or not relevant.
- Interest groups to discuss developing teaching resources received mixed feedback, with some finding the topics too broad or time too short, while others found their discussion focused and informative.
The document summarizes evaluation responses from 165 students regarding a study day in the Faculty of Education, Sport and Travel PGCE/Certificate in Education program. Students responded to questions about whether the day's topic and a session by Sue Cowley were useful and stimulating. They also provided feedback on their interest groups and discussions around a plenary session, learning resources, and what they could take away and apply from the interest group experience.
This document summarizes evaluation responses from 85 participants of a study day for a Post-Compulsory Education program. Key findings included:
- Over 40% found lectures quite or very useful, while 15-20% found them only a little or not at all useful.
- Responses were mixed on what was covered in sessions on the next steps and technology, with some finding content irrelevant or wanting more hands-on activities.
- Interest groups received more negative feedback, with comments noting a lack of structure, continuity and specific tasks.
This document provides tips for teachers to learn about and incorporate Web 2.0 tools into their classrooms. It suggests polling students for questions, using hashtags, collecting video from field trips, connecting with experts via tweetups and twtpoll, exploring Flickr photos, researching blogs and forums, choosing one tool to start with, practicing the tool before class, getting feedback to improve, and sharing lessons learned with other teachers online.
1. The document discusses the use of personal response systems, also known as clickers, in teaching numeracy skills in a prison environment where internet access is limited.
2. Originally, the clickers were used more for summative assessments and competition rather than formative learning, but the author aimed to use them interactively based on research showing it improves learning outcomes.
3. The author implemented a formative assessment cycle with clicker questions to elicit student responses, discussions, and resolutions of misconceptions in order to better facilitate conceptual learning.
The document discusses methods for critically evaluating curricula at the program level. It describes using frameworks like Gibbs' evaluation cycle and Brookfield's four lenses to analyze curricula. The lenses include autobiographical, student, peer, and theoretical perspectives. The document also discusses the formal curriculum taught versus the hidden curriculum learned and how assumptions are embedded within curricula and communities of practice. Kirkpatrick's four levels of evaluation - reaction, learning, behavior, and results - are presented as a model for assessing curricula.