Flipped Instruction: Flipping it Without Flipping OutLHoustonMemphis
List of Educational Objective(s) for the Session (be sure these indicate learning outcomes):
* Define the flipped instruction approach and how it can foster student success.
* Identify strategies to enhance instruction using the flipped instruction approach.
* Explore opportunities for applying flipped instruction theory in lesson planning and delivery.
* Describe practical uses of the flipped instruction approach in food service systems management courses.
Presentation detailing research by Sarah Lambert (University of Wollongong, Australia) into the different types of Moocs, including variables, learning design and assessment. Cases are presented with personal comments on the experience of the learner. Presented at a staff forum on 12/12/12 - extra comments added to the presentation to reflect the information shared by participants on their experience of different Moocs.
Flipped Instruction: Flipping it Without Flipping OutLHoustonMemphis
List of Educational Objective(s) for the Session (be sure these indicate learning outcomes):
* Define the flipped instruction approach and how it can foster student success.
* Identify strategies to enhance instruction using the flipped instruction approach.
* Explore opportunities for applying flipped instruction theory in lesson planning and delivery.
* Describe practical uses of the flipped instruction approach in food service systems management courses.
Presentation detailing research by Sarah Lambert (University of Wollongong, Australia) into the different types of Moocs, including variables, learning design and assessment. Cases are presented with personal comments on the experience of the learner. Presented at a staff forum on 12/12/12 - extra comments added to the presentation to reflect the information shared by participants on their experience of different Moocs.
Flipped Classroom A Concept for Engaging Nursing Students in Learningijtsrd
Technological advancement have been created many aspects in leaning, which is immense force on our younger generation to keep themselves abreast with the new and advance technology in nursing science to impart education. This technology to augment these current education strategies. Nursing educators have to evolve innovative pedagogy and model techniques to prepare this generation for future challenges as the training periods are getting relatively shorter. Out of those most exciting advancements in the modern classroom is flipped. It hinges on the idea that students learn more effectively by using class time for small group activities and individual attention. It is also known as Inverted classroom, such innovation that can empower a learner to develop critical thinking skills and master ways to imbibe vast information by engaging students in active teaching learning process. Over the last few years, Flipped Classroom has rapidly gained popularity among faculty and administrators of institutes around the globe Teachers then assign students lecture materials and presentations to be viewed at home or outside of the classroom day, prioritizing active learning. The purpose of education is to move forward, improve and express. Flipped Classroom pedagogy has become popular in several different courses in Higher Educational Institutions. Information Technology have become an integral part of the teaching learning process in academic courses at Higher education institutions, opening the way for the emergence of different pedagogical models like e Learning, Blended Learning and the Flipped Classroom. Dr. Sarika Saxena | Mr. Mohit Sharma | Dr. Alka Saxena "Flipped Classroom: A Concept for Engaging Nursing Students in Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46447.pdf Paper URL : https://www.ijtsrd.com/medicine/nursing/46447/flipped-classroom-a-concept-for-engaging-nursing-students-in-learning/dr-sarika-saxena
"The effects of flipped classroom on learning effectiveness: using learning ...eraser Juan José Calderón
"The effects of flipped classroom on learning effectiveness: using learning satisfaction as the mediator" de Pao-Ching Lin & Hai-Ming Chen. Tamkang University. New Taipei City, Taiwan. Revista World Transactions on Engineering and Technology Education 2016 WIETE, Vol.14, No.2, 2016.
Flip It! is a professional development resource about moving direct instruction away from group learning spaces so that these spaces can be transformed into more dynamic and interactive learning environments.
Design principles for flipped classes prepared for a workshop at the University of Gloucester Learning and Teaching Fest 15. Inspired by University of Sydney's Teaching Insight no.9.
Slides of the hands on seminar at UNSW with Negin Mirriahi. We first selected a learning outcome from your course, and then work our way from there to a set of activities to orchestrate before and during the face to face time.
Scaling up the service and supporting student learningMatt Cornock
A brief summary of the University of York's implementation of lecture capture, focusing on service team partnership, the significance to quality of service of data integrations, and engagement with staff and students. Presentation at the UK HE Lecture Capture Meeting, University of Manchester, 27 June 2016.
The workshop will provide examples and strategies for the design of the experiential online education. Participants will explore what makes a great education experience and define the attributes that contribute to a great online learning experience.
Flipped Classroom A Concept for Engaging Nursing Students in Learningijtsrd
Technological advancement have been created many aspects in leaning, which is immense force on our younger generation to keep themselves abreast with the new and advance technology in nursing science to impart education. This technology to augment these current education strategies. Nursing educators have to evolve innovative pedagogy and model techniques to prepare this generation for future challenges as the training periods are getting relatively shorter. Out of those most exciting advancements in the modern classroom is flipped. It hinges on the idea that students learn more effectively by using class time for small group activities and individual attention. It is also known as Inverted classroom, such innovation that can empower a learner to develop critical thinking skills and master ways to imbibe vast information by engaging students in active teaching learning process. Over the last few years, Flipped Classroom has rapidly gained popularity among faculty and administrators of institutes around the globe Teachers then assign students lecture materials and presentations to be viewed at home or outside of the classroom day, prioritizing active learning. The purpose of education is to move forward, improve and express. Flipped Classroom pedagogy has become popular in several different courses in Higher Educational Institutions. Information Technology have become an integral part of the teaching learning process in academic courses at Higher education institutions, opening the way for the emergence of different pedagogical models like e Learning, Blended Learning and the Flipped Classroom. Dr. Sarika Saxena | Mr. Mohit Sharma | Dr. Alka Saxena "Flipped Classroom: A Concept for Engaging Nursing Students in Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46447.pdf Paper URL : https://www.ijtsrd.com/medicine/nursing/46447/flipped-classroom-a-concept-for-engaging-nursing-students-in-learning/dr-sarika-saxena
"The effects of flipped classroom on learning effectiveness: using learning ...eraser Juan José Calderón
"The effects of flipped classroom on learning effectiveness: using learning satisfaction as the mediator" de Pao-Ching Lin & Hai-Ming Chen. Tamkang University. New Taipei City, Taiwan. Revista World Transactions on Engineering and Technology Education 2016 WIETE, Vol.14, No.2, 2016.
Flip It! is a professional development resource about moving direct instruction away from group learning spaces so that these spaces can be transformed into more dynamic and interactive learning environments.
Design principles for flipped classes prepared for a workshop at the University of Gloucester Learning and Teaching Fest 15. Inspired by University of Sydney's Teaching Insight no.9.
Slides of the hands on seminar at UNSW with Negin Mirriahi. We first selected a learning outcome from your course, and then work our way from there to a set of activities to orchestrate before and during the face to face time.
Scaling up the service and supporting student learningMatt Cornock
A brief summary of the University of York's implementation of lecture capture, focusing on service team partnership, the significance to quality of service of data integrations, and engagement with staff and students. Presentation at the UK HE Lecture Capture Meeting, University of Manchester, 27 June 2016.
The workshop will provide examples and strategies for the design of the experiential online education. Participants will explore what makes a great education experience and define the attributes that contribute to a great online learning experience.
During CIDREE 2015 meeting, we presented the main results of some of our different works, highlighting specifically some important concepts and explaining how we believe they articulate with the Professional Vision.
5 principles to assess blended learning environments through a 'blended surveying' approach. Some examples from my own practice as well. This is linked to my "When Student Confidence Clicks" project.
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Antonina Ivanova, Galina Momcheva - Social Network Analysis as a Technology-Enhanced Learning tool - overview of learning and research practices at Varna Free University | VocTEL 2015
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Digital Competence Development Framework Implementation at Varna Free University in Favor of Students' Professional Development | Galina Momcheva, Veselina Spasova, Antonina Ivanova | VocTEL 2015
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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.
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Elena Xeni - An Instructor’s Reflections on Piloting and Evaluating a TEL Activity: The Case of Self-Presentation Video | VocTEL 2015
1. Teaching Fellow/ Language
Education
Department of Education
University of Cyprus
An Instructor’s Reflections
on Piloting and Evaluating a TEL Activity:
The Case of Self-Presentation Video
VocTEL Programme Student
University of Wales
Trinity Saint David
Elena Xeni
2. Outline of Presentation
Introductory Notes
The Activity Chosen
Participants Role & Support Plan
Tutor/Trainer Role
Feedback & Evaluation Methods Used
Main Findings & Results
Recommendations
Concluding Thoughts
References
3. Introductory Notes
A contribution in the framework of the VocTEL programme
Module II: SBTE7001D Implementing Technology Enhanced
Learning
Reflections on a pilot study aiming at VocTEL students gaining
some experience of the role of the deliverer and evaluator of a
TEL activity
Self-presentation Video, introductory activity of the online
module: Fairytales Teaching Inside and Outside School Contexts
Two (2) co-learners participants
4. The Activity Chosen I
TEL
Resources
video
personal blog
email
Activity
As illustrated in
the course
outline, creating
a self-
presentation
video is an
introductory
activity students
undertake in the
first week (out of
thirteen) of the
course.
1. Course title Fairytales Teaching Inside and Outside School Contexts
2. Subject of the
course
Fairytales and their role at home, at school and in the community over a life span; best practices in
teaching and learning fairytales in enhancing reading contexts
3. Target learners Pre-primary education undergraduate students, 3nd year, Department of Education
4. Learning
outcomes
With the completion of the course, learners will be able to:
Name classical, modern and postmodern fairytales and their features
Critically refer to the role of fairytales at home, at school and in the community
Detect good practices in teaching and learning classical, modern and postmodern fairytales
Successfully plan and implement activities that form good practices in teaching and learning
fairytales at home, at school and in the community
Promote reading at home, at school and in the community
5. Resources Self presentation Videos, Internet, Blogs, Research Papers, You-Tube Videos, Discussions,
Audioconferencing, e-Lectures (ppt &Prezi)
6. Assessment Course Participation (20%)
e-Diary (10%)
Lesson Plan (10%)
Microteaching (20%)
Mid-term (20%)
Final Exam (20%)
7. Week Schedule PART A: FAIRYTALES INSIDE AND OUTSIDE SCHOOL CONTEXTS
WEEK 1: Introduction
WEEK 2: Definitions, Roles, Themes and Values of Fairytales
WEEK 3: Classical Fairytales
WEEK 4: Modern Fairytales
WEEK 5: Postmodern Fairytales
WEEK 6: Mid-term
PART B: FAIRYTALES TEACHING INSIDE AND OUTSIDE SCHOOL CONTEXTS
WEEK 7: Theory and Methodology of Fairytales Teaching
WEEK 8: Traditional and Contemporary Fairytales Teaching: An Overview of Good Practices
WEEK 9: Overview of Actions Enhancing Reading
WEEKS 10-12: Micro-teaching
WEEK 13: Revision and Preparation for Final Exams
5. The Activity Chosen II
The Activity in Details &
What Learners are Expected to Do
The learners of this course are expected to spend the first week in
preparing a self-presentation video, based on a given structure
with reference to their name, origin, interests, motivation to
enroll in the course, and their favourite fairytale.
After creating their own video, they should upload it to their
personal blog or email it to the other learners. Then, they take the
change to meet each other, either by visiting each others’ blogs or
going through their emails. They are encouraged to comment on their
co-learners’ self-presentation videos in an attempt to establish a
community of practice, where interaction, collaboration and
participatory learning (Brown et al., 1989) will effectively occur,
leaving space for fun as well.
6. .
Learners Role & Support Plan
The learners’ support plan embraces
contemporary learning settings, where learners
are not seen as consumers of packed material
(McLuhan, 1964), or voiceless visitors in the
learning system, lacking knowledge and skills,
and learners being unable to negotiate
knowledge and meaning(s) in a learning
context based on their needs, interests, and
motivation.
It is anticipated that learners will interact on
three levels: with the resources, themselves
and others. This multiple interaction of the
learners will not only establish, but it will
constantly maximize their enthusiasm,
motivation and engagement towards interaction
and participatory learning (Brown et al., 1989).
Learners, undertaking this task with much
responsibility, will display self-directed learning
skills (Burak, 1993; Dunlap and Grabinger,
2003; Kerka, 1994; Knowles, 1975, 1990;
Piskurich, 2002), as practiced in past courses
of previous semesters/years during their
studies.
Tutor/Trainer Role
The tutor undertakes multiple
roles. She is:
a designer, maintaining a well
structured course, where
learners get highly motivated and
engaged;
an observer, acting as a
silent partner throughout
learners’ interaction;
a facilitator, making a
learner-friendly environment and
a ‘sense of place’/‘sense of
belonging’ amongst learners
possible (Northcode, 2008);
a supporter, encouraging and
motivating learners to interact,
create and learn together in the
course of participatory learning
(Brown et al., 1989).
7. Feedback & Evaluation Methods
For triangulation purposes, evaluation and
feedback methods involved:
a post-activity questionnaire;
3-minutes-notes, where learners were
asked to react quickly and write down 3
points regarding their activity, i.e. what
they liked about it, what they did not like
and a suggestion; and
a tutor-researcher’s diary with critical
episodes noted regarding the activity
piloting and evaluation process.
Piloting and Evaluating a TEL Activity
The Case of Self-Presentation Video
Evaluation of Activity Implemented
Three MinutesNotes
Please take three minutes to write one thing that you liked about the activity;
one thing that you did not like; and a suggestion for improvement.
Thank you for your time!
Pilotingand Evaluatinga TELActivity
The Case of Self-Presentation Video
Post-Activity Questionnaire
Please take some time to complete thisquestionnaire in the context of providing feedback on the
self-presentation video introductory activity. Note or X accordingly to the statement
representing your honest opinion.
Induction and Instructional design
The guidelinesgiven were clear.
The time given wasappropriate and adequate.
The activity met itsgoalsasan introductory activity set in the course outline.
Communication and Interaction
I found the activity to be important in establishing relationships. between participants
from the very beginning of the online course.
Thisintroductory activity enabled me to meet my co-participants.
Student Evaluation and Assessment
The support given by the tutor wasappropriate and adequate.
Because of the introductory activity I am motivated to join the rest of the online module.
Learner Support Resources
While implementing and evaluating the activity, support wasalwaysavailable when
needed.
A number of appropriate resourceswhere available to participantsin the processof this
activity.
Activity Evaluation and Professional Impact:
The value for the activity asan introductory one wascritical.
I will adopt thisactivity asan introductory activity to my own classes.
Thisactivity enhanced my independent learning skills.
Thank you for your time!
8. Main Findings & Results I
In their evaluation, learners:
Underlined that they found the activity pleasant
and motivating for the beginning of the course.
“I usually feel less motivated each time I need to speak out my name and
why I am on the course the very first day of a class. This self-presentation
video was much fun!” (learner 1, three minutes notes)
“I have really enjoyed introducing myself this way! It was very funny!”
(learner 2, three minutes notes)
9. Main Findings & Results II
Found the activity time-demanding, as it took them
longer than the time suggested to think about and
speak out their interests and favourite fairytales. It took
them longer than expected to choose their interests
and decide about the one and only fairytale they enjoy
the most and the reasons behind this choice.
Interestingly, the content of the activity gave learners a
tougher time than the video as medium in the context of
TEL and concerning the skills needed for creating a
self-presentation video.
10. Recommendations
Based on learners’ suggestions, as derived from the post-activity
questionnaire, the three minutes notes and the tutor-researcher’s diary:
Self-introductory activities should be part of all educational programmes
as they are an active and motivating way to start up a class and or a
semester. It is not just helpful within a class where people know each
other in advance, it is also critical for a learning group, where people
have never met before. Learners are given a voice to present their
selves, see what they have in common with others, and feel wanted and
useful.
Learners should be left alone to discover their own resources in the
process of how to better present themselves by means of a video.
Presenting the self should be totally one own’s responsibility and
creating inspiration. Thus, no need for resources suggested by the tutor,
as this should be an activity in the context of independent learning.
11. Concluding Thoughts I
Possible problems while working towards this
activity:
I. Lack of experience with videos
II. Lack of engagement
III. Lack of interaction
IV. Lack of organization
V. Lack of collaborative learning
VI. Lack of enjoyment
VII.Lack of authenticity
12. Concluding Thoughts II
Key to Success=A Well-Structured Online
Environment
A well designed and scheduled context,
where learners establish a community of practice,
develop group cohesion, take roles
and feel at ease and confident with everything and everyone,
as well as motivated towards learning and interaction
(Sfard, 1998; Stacy, 1999; etc.)
is a requirement for success
13. Teaching Fellow/ Language
Education
Department of Education
University of Cyprus
An Instructor’s Reflections
on Piloting and Evaluating a TEL Activity:
The Case of Self-Presentation Video
VocTEL Programme Student
University of Wales
Trinity Saint David
Elena Xeni
THANK YOU!
14. References
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher,
18(1), pp. 32-42. Available at: http://www.exploratorium.edu/ifi/resources/museumeducation/situated.html [1 April
2015].
Burak, L. (1993). Independent activities teach skills for lifelong learning. Journal of Health Education, 24(5), pp. 376-378.
Dunlap, J. C., and Grabinger, R. S. (2003). Preparing Students for Lifelong Learning: A review of instructional
methodologies. Performance Improvement Quarterly, 16(2), pp. 6-25.
Kerka, S. (1994). Self-directed learning. Myths and realities. Columbus: ERIC Clearinghouse on Adult, Career, and
Vocational Education. ERIC. ED 365 818.
Knowles, M. S. (1975). Self-Directed Learners: A guide for learners and teachers. San Francisco: Jossey-Bass.
Knowles, M. S. (1990). Fostering competence in self-directed learning. In R. M. Smith (Ed.) Learning to learn across the
life span. San Francisco: Jossey-Bass, 123-136.
McLuhan, M. (1964). Understanding Media: The Extensions of Man, New York: McGraw Hill.
Northcote, M. (2008). Sense of place in online learning environments. In Hello! Where are you in the landscape of
educational technology? Proceedings ascilite Melbourne 2008. Available at:
ttp://www.ascilite.org.au/conferences/melbourne08/procs/northcote.pdf [1 April 2015].
Piskurich, G. M. (2002). Preparing learners for online learning. Available at:
http://www.amanet.org/training_zone/archive/hotzone_jan2002_02.htm [1 April 2015].
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(3),
pp. 4-13.
Stacey, E. (1999). Collaborative Learning in an Online Environment. The Journal of Distance Education / Revue de l'
Education Distance, 14(2), pp. 14-33.
Xeni, E. (2015). “Assessment 1: Design of a Support and Evaluation System”. Module SBTE7001D Implementing
Technology Enhanced Learning, VocTEL Programme, University of Wales Trinity Saint David.