Educational Podcasting: Teachers And Experts
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The document discusses the use of educational podcasting to include teacher and expert voices. It defines educational podcasting as the development and distribution of locally created digital audio media accessible to a community. Effective educational podcasts provide clarity of purpose, engage listeners, and are well-structured and concise. Examples discussed include recording lectures, module previews and summaries, interviews, and using audio to provide feedback and demonstrations.
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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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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.
Audio feedback design models and tips
These slides are part of the Audio Feedback Toolkit. You are free to use these resources.
Further ideas, guidance and information is available in the toolkit and elsewhere on the MELSIG site.
Applied Learning Academic Interest Group July 2017
This document discusses applied learning and transition support for students. It includes:
1) Discussions on student archetypes to promote inclusive design, the Hallam Award program, and identifying small projects to support employability through collaboration.
2) A commitment to authentic applied learning, different perspectives on employability, graduate attributes, and peer mentoring support.
3) A student archetypes resource to promote awareness of diversity and inclusive practice for employability.
4) Brainstorming small collaborative projects to lead innovation and make a significant difference for students, such as enhancing pre-induction experiences.
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.
Connecting the Curriculum with Civic Opportunities
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
Discovering Active Learning
Invited workshop presentation on Active Learning from the University of Sheffield's #telfest, July 2017
The Sheffield Learning Spaces #Twalk
A Twalk is a walk with a tweetchat. This twalk was devised to support the UK Learning Spaces Special Interest Group's first meeting which took place in Sheffield on 28th July 2017. It to the theme of Crossing Boundaries and walk structured around a series of discussion topics relating to that theme.
Spaces for Active Learning - our work 2017
An outline of some of the areas of work we are undertaking at Sheffield Hallam around Future Learning Spaces. The work tends to fall into two areas:
1. student engagement and belonging
2. Student-centred active learning
Visions of the revolution: How studio pedagogy reinvents the higher education...
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.
Studio for All workshop cards
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
ePortfolios - a space to make connections
The brief presentation looks at the SCALE-UP classroom to understand structured flexible space and how this helps to understand 'portfolio space'. The context is academic CPD as a connectivist and generative learning space.
In between-dominant-learning-spaces
Some slides put together to support a twitter conversation - hence, they're not necessarily coherent as a standalone slideset. See other presentations here for more coherence.
From conundrum to collaboration, conversation to connection: using networks t...
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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?
Producing learning scenarios
This document discusses scenario-based design and provides guidance on using scenarios to support active and problem-based learning. It defines scenarios as concrete descriptions of user activities during specific tasks that allow designers to infer implications. Scenarios can describe past, present or future situations risk-free and help designers imagine possibilities. Well-formed scenarios include goals, settings, actors and plots describing actions and events. Scenarios address challenges like reflection, collaboration, risk management and considering multiple views. They should be presented using natural language and various media like text, diagrams and videos.
We are digital!
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.
Learning Space Design Principles & Indicators
The document outlines design principles and indicators for learning space developed by Sheffield Hallam University. It identifies 10 design principles for fostering a sense of belonging, promoting good teaching and learning, supporting time on task, promoting peer cooperation and independent learning, accommodating flexibility, promoting study and self-belief, promoting active and authentic learning, and promoting learning through integrated technology use. Each principle includes example indicators for how students and tutors would positively experience new or refurbished physical and virtual learning spaces.
Transforming the Learning Space - Can Principles & Criteria Help?
The document discusses transforming learning spaces through evaluating them based on principles and criteria. It addresses the complexity of getting different stakeholders on the same page to have productive conversations about learning spaces. It proposes developing principles to provide a common language and ensure investments in learning spaces positively impact student learning. The principles outlined include fostering belonging, promoting good teaching and learning, supporting time on task, accommodating flexibility, promoting peer cooperation and independent learning, and more. Developing principles could help frame conversations, guide design and evaluation of spaces, and ensure consistency across projects.
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