Faculty Writing Week Resources
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This document provides an overview of writing sprints facilitated by Debbie Holley for the Department of Nursing Science. It outlines exercises for each day, including freewriting prompts to get started, using a genre like thriller or romance. Day 2 focuses on writing about key facts related to the Earth's proximity to the sun. Day 3 involves using images and post-it notes to map out paragraphs, examples, and quotes. The document concludes with resources for writing practices and inspiration.
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3Instructor Linda RogersEnglish 130 RR+R225 March 2014.docx
3
Instructor Linda Rogers
English 130
RR+R2
25 March 2014
Nicholas Carr, “Is Google Making Us Stupid?” 25 March 2014
One of the renowned authors named Nicholas Carr, who has authored many books around technology, has pulled out a very important piece titled “Is Google Making Us Stupid?” In this article he gives an interesting story of Dave, Bowman, who, being controlled by supercomputer HAL, was nearly “sent to a deeper space death by the malfunctioning machine.” At this critical moment, Dave started disconnecting the memory circuits of the supercomputer, which felt robbed of his brain. The supercomputer wanted to regain its brain. Therefore, I agree that Google is making us stupid. Imagine a situation like the one given by Nicholas Carr, in which technology is used to control robots, and then the technology doing the controlling fails to do its work. Most times, technology can fail due to technical issues. If this failure arises, it means that the brain of the robot will be distorted. When Dave realized that the supercomputer was almost killing him, he started disassembling it. However, surprisingly, the supercomputer started feeling that its brain was being stolen. In this case, the author tries to bring a point that the use of Internet can make our minds become erratic. The author in this book argues, “I get fidgety, lose the thread, [and] begin looking for something else to do,” he says. People nowadays access a lot of information. They are also consuming a lot of information from the Internet. That is why when people open their computers; they are propelled to different sites. The author quotes that “…hyperlinks don’t merely point to related works; they propel you toward them.” (Carr, 732). On other way, the communications technology effect on our life as general, especially how we communicate with others. Newly, the messages became a substitute for dial-up. It’s make us more and more lazy.
My argument therefore, is that the advancement in technology is making people do things that look stupid. Despite the fact that technology could bring a lot of good, in most cases, it makes people do things that are stupid. It is therefore, important for people to always think properly of what could be the likely consequences of exploring a given direction in technology.
Works Cited
Nicholas Carr, “Is Google Making Us Stupid? What the Internet Is Doing to Our Brains,”
Atlantic Monthly, web, July/August, 2008, http://
www.theatlantic.com/magazine/archive/2008/07/is-google-makingus-stupid/6868/
(accessed March 25, 2014).
What is Environmental
Engineering?
• We are concerned with the quality and
availability of environmental resources and
with the waste streams that impact them
• Science…improve our understanding of
natural processes
• Engineering…use this understanding to
develop and apply technologies that will
maintain or improve environmental quality
WATER QUALITY
Engineering
• Water treatment - take water from a
s.
AHVS 346C Visual Culture in Jane Austen’s WorldResearch Assig
AHVS 346C: Visual Culture in Jane Austen’s World
Research Assignment Stage 1
Assignment: This is the birth of your major project for this semester. To begin, you will do a little digging. Consider what about this period is of particular interest to you, what do you have questions about when you consider the late 18thC/early 19thC (1790-1820). Now, find an object/artwork around which you can base your line of inquiry. Finally, start investigating sources that will help you along the way.
This assignment includes your bibliography, including at least 4 preliminary sources (1 of which must be a primary source) as well as a short abstract introducing your proposed project. This must introduce your object and may ask the questions you are looking to unpack.
ALSO - indicate if you will give a
presentation or written essay for Stage 3.
The Specifics:
· Ensure that your name, student number, course number, and word count for your abstract (300-400 words) all appear on the first page.
· Ensure your citations (footnotes and bibliography) are consistent. There is a link to this on BrightSpace.
· This assignment assesses your ability to follow instructions, conduct research, and begin a line of original inquiry. I will be looking for at least 4 different sources.
· Plagiarism
WILL NOTbe tolerated. See your syllabus and the University of Victoria Calendar for details. Understanding what constitutes plagiarism is your responsibility and is vital as it could result in a failing grade or worse.
Due:
October 4, 2022, 2pm You will submit your work via BrightSpace in .pdf, .doc or .docx format. Failure to do this (if I have to chase you up for formatting) will result in a 1% deduction. This is worth 15% of your final grade; please review my lateness policies.
Research Project Helpers:
Special Collections Browse - Search (uvic.ca)
Special Collections at UVic, great to be able to access works in person! Good for both your actual object as well as your finding of primary sources.
Collection | British Museum
Art, artifacts, prints, drawings.
Online resources | The British Library (bl.uk)
Artworks, digitized books, newspapers, manuscripts.
V&A · Explore The Collections (vam.ac.uk)
Costume, art, manuscripts, prints, SO MUCH here.
Annotated Bibliographies:
An annotated bibliography includes descriptions and explanations of your listed sources beyond basic citation information. Bibliographies demonstrate that you have done valid research and provide a point of reference for readers seeking more.
An annotated bibliography provides specific information about each source. As a researcher, you become an expert on your topic: you will have the ability to explain the content of your sources and assess their usefulness.
A successful annotated bibliography will prove you have read and understand your sources and encourages you to think critically about the content of the work ...
Recommended
3Instructor Linda RogersEnglish 130 RR+R225 March 2014.docx
3
Instructor Linda Rogers
English 130
RR+R2
25 March 2014
Nicholas Carr, “Is Google Making Us Stupid?” 25 March 2014
One of the renowned authors named Nicholas Carr, who has authored many books around technology, has pulled out a very important piece titled “Is Google Making Us Stupid?” In this article he gives an interesting story of Dave, Bowman, who, being controlled by supercomputer HAL, was nearly “sent to a deeper space death by the malfunctioning machine.” At this critical moment, Dave started disconnecting the memory circuits of the supercomputer, which felt robbed of his brain. The supercomputer wanted to regain its brain. Therefore, I agree that Google is making us stupid. Imagine a situation like the one given by Nicholas Carr, in which technology is used to control robots, and then the technology doing the controlling fails to do its work. Most times, technology can fail due to technical issues. If this failure arises, it means that the brain of the robot will be distorted. When Dave realized that the supercomputer was almost killing him, he started disassembling it. However, surprisingly, the supercomputer started feeling that its brain was being stolen. In this case, the author tries to bring a point that the use of Internet can make our minds become erratic. The author in this book argues, “I get fidgety, lose the thread, [and] begin looking for something else to do,” he says. People nowadays access a lot of information. They are also consuming a lot of information from the Internet. That is why when people open their computers; they are propelled to different sites. The author quotes that “…hyperlinks don’t merely point to related works; they propel you toward them.” (Carr, 732). On other way, the communications technology effect on our life as general, especially how we communicate with others. Newly, the messages became a substitute for dial-up. It’s make us more and more lazy.
My argument therefore, is that the advancement in technology is making people do things that look stupid. Despite the fact that technology could bring a lot of good, in most cases, it makes people do things that are stupid. It is therefore, important for people to always think properly of what could be the likely consequences of exploring a given direction in technology.
Works Cited
Nicholas Carr, “Is Google Making Us Stupid? What the Internet Is Doing to Our Brains,”
Atlantic Monthly, web, July/August, 2008, http://
www.theatlantic.com/magazine/archive/2008/07/is-google-makingus-stupid/6868/
(accessed March 25, 2014).
What is Environmental
Engineering?
• We are concerned with the quality and
availability of environmental resources and
with the waste streams that impact them
• Science…improve our understanding of
natural processes
• Engineering…use this understanding to
develop and apply technologies that will
maintain or improve environmental quality
WATER QUALITY
Engineering
• Water treatment - take water from a
s.
AHVS 346C Visual Culture in Jane Austen’s WorldResearch Assig
AHVS 346C: Visual Culture in Jane Austen’s World
Research Assignment Stage 1
Assignment: This is the birth of your major project for this semester. To begin, you will do a little digging. Consider what about this period is of particular interest to you, what do you have questions about when you consider the late 18thC/early 19thC (1790-1820). Now, find an object/artwork around which you can base your line of inquiry. Finally, start investigating sources that will help you along the way.
This assignment includes your bibliography, including at least 4 preliminary sources (1 of which must be a primary source) as well as a short abstract introducing your proposed project. This must introduce your object and may ask the questions you are looking to unpack.
ALSO - indicate if you will give a
presentation or written essay for Stage 3.
The Specifics:
· Ensure that your name, student number, course number, and word count for your abstract (300-400 words) all appear on the first page.
· Ensure your citations (footnotes and bibliography) are consistent. There is a link to this on BrightSpace.
· This assignment assesses your ability to follow instructions, conduct research, and begin a line of original inquiry. I will be looking for at least 4 different sources.
· Plagiarism
WILL NOTbe tolerated. See your syllabus and the University of Victoria Calendar for details. Understanding what constitutes plagiarism is your responsibility and is vital as it could result in a failing grade or worse.
Due:
October 4, 2022, 2pm You will submit your work via BrightSpace in .pdf, .doc or .docx format. Failure to do this (if I have to chase you up for formatting) will result in a 1% deduction. This is worth 15% of your final grade; please review my lateness policies.
Research Project Helpers:
Special Collections Browse - Search (uvic.ca)
Special Collections at UVic, great to be able to access works in person! Good for both your actual object as well as your finding of primary sources.
Collection | British Museum
Art, artifacts, prints, drawings.
Online resources | The British Library (bl.uk)
Artworks, digitized books, newspapers, manuscripts.
V&A · Explore The Collections (vam.ac.uk)
Costume, art, manuscripts, prints, SO MUCH here.
Annotated Bibliographies:
An annotated bibliography includes descriptions and explanations of your listed sources beyond basic citation information. Bibliographies demonstrate that you have done valid research and provide a point of reference for readers seeking more.
An annotated bibliography provides specific information about each source. As a researcher, you become an expert on your topic: you will have the ability to explain the content of your sources and assess their usefulness.
A successful annotated bibliography will prove you have read and understand your sources and encourages you to think critically about the content of the work ...
Projectswithapunch
Projects with a Punch
Science and Social Studies projects that will energize, educate, and engage students in any classroom. Walk away with materials and examples that you can take back to your classroom today! Project based learning has never been so easy! Excite your students with hands-on learning that will edutain!
Presenters: Daniel Stanford, Jordan Marmara - Parkwood Middle School - Monroe, NC
Conceptual science teaching: concept cartoons & concepTests
An introduction to Concept Cartoons and ConcepTests for Cambodian science teachers.
Too Cool for Middle School: 4 Interactive Tools for the Classroom
This is a presentation meant to be shared with other school librarians introducing 4 interactive tools that can be used in the classroom. These tools can be presented to classroom teachers in professional development sessions and can be incorporated into the curriculum in many different ways.
First, you get their attention
This show helps teachers to call their students' attention in the classroom. Before starting your lessons, think well how you call your students' attention to you and your ideas. Think, Rethink to think more and more creative ideas of teaching.
Evidencing Excellence in teaching, learning and assessment
The third is a series of keynote talks as adjunct Professor visiting the University of the Sunshine Coast.
With thanks to Anita Jones, General manager, CSALT USC for co-presenting
Evidencing Excellence for Fellowships: AdvanceHE, the awarding body, have recently updated the criteria for fellowships at all levels. This interactive session will highlight the main differences in approach, and offer suggestions and ideas for staff seeking to apply for Fellowships. There will be lots of time for discussion and questions.
Visualisation and Simulation for teaching, learning and assessment
Session two of a series of keynotes talks at the University of the Sunshine Coast
Visualisation and Simulation:
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” State of XR and Immersive Learning Outlook Report (2021 p 21)
Debbie contributed to the Delphi study above, , and to the updated with findings due this June. This session will consider the opportunities afforded by Visualisation and Simulation; and discuss ways in which educators can draw upon both lo-tec and hi-tech solutions in a range of disciplinary contexts; and consider what digital futures may offer us as educators, as well as those we educate, our students.
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Projectswithapunch
Projects with a Punch
Science and Social Studies projects that will energize, educate, and engage students in any classroom. Walk away with materials and examples that you can take back to your classroom today! Project based learning has never been so easy! Excite your students with hands-on learning that will edutain!
Presenters: Daniel Stanford, Jordan Marmara - Parkwood Middle School - Monroe, NC
Conceptual science teaching: concept cartoons & concepTests
An introduction to Concept Cartoons and ConcepTests for Cambodian science teachers.
Too Cool for Middle School: 4 Interactive Tools for the Classroom
This is a presentation meant to be shared with other school librarians introducing 4 interactive tools that can be used in the classroom. These tools can be presented to classroom teachers in professional development sessions and can be incorporated into the curriculum in many different ways.
First, you get their attention
This show helps teachers to call their students' attention in the classroom. Before starting your lessons, think well how you call your students' attention to you and your ideas. Think, Rethink to think more and more creative ideas of teaching.
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Conceptual science teaching: concept cartoons & concepTests
Conceptual science teaching: concept cartoons & concepTests
Too Cool for Middle School: 4 Interactive Tools for the Classroom
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More from debbieholley1
Evidencing Excellence in teaching, learning and assessment
The third is a series of keynote talks as adjunct Professor visiting the University of the Sunshine Coast.
With thanks to Anita Jones, General manager, CSALT USC for co-presenting
Evidencing Excellence for Fellowships: AdvanceHE, the awarding body, have recently updated the criteria for fellowships at all levels. This interactive session will highlight the main differences in approach, and offer suggestions and ideas for staff seeking to apply for Fellowships. There will be lots of time for discussion and questions.
Visualisation and Simulation for teaching, learning and assessment
Session two of a series of keynotes talks at the University of the Sunshine Coast
Visualisation and Simulation:
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” State of XR and Immersive Learning Outlook Report (2021 p 21)
Debbie contributed to the Delphi study above, , and to the updated with findings due this June. This session will consider the opportunities afforded by Visualisation and Simulation; and discuss ways in which educators can draw upon both lo-tec and hi-tech solutions in a range of disciplinary contexts; and consider what digital futures may offer us as educators, as well as those we educate, our students.
Building digital capability across the university sector
Session one in a series of keynotes as adjunct Professor visiting the University of the Sunshine Coast
Debbie worked with the team t embedding a new Virtual Learning Environment (D2L:Brightspace) and will share some of the pedagogic strategies that underpinned our digital transformation work. A case study of our recent curriculum development work in Nursing will be shared, this saw the UK JISC Digital Capability Framework mapped across the three-year undergraduate BSc Nursing Sciences, the first Nursing School in the UK to map these. A curriculum development workshop on how this was accomplished drawing upon staff, students and experts is available during her visit.
Spaghetti Symphony to Technology Harmony
Introducing Prof Ed McFly our personalised Artificial Intelligence Maestro. AI BOTS, underpinned by Machine Learning algorithms are reported as the future in sectors from engineering to health to education. Market analysts predict the global market of $12billion (2023) will grow by 470% within five years to an incredible $72 billion, transforming the way in which we seek and access new ways of working and learning.
However, challenges of trust, confidence, competence, and communication remain.
A Masters Unit, “Global Innovation Management” scaffolded the learning experiences of 157 students from hands-on team building of spaghetti tower to developing their own innovative AI Avatar videos, guided by Prof Ed McFly. Regarding Professor Ed McFly's existence, 46.3% believed and 20.9% were uncertain. Students expressed enthusiasm, describing AI as impactful, innovative, and beneficial for future careers. Positive feedback on the AI seminar emphasised satisfaction, engagement, and educational value. Recommendations include further AI integration into teaching, allocating more exploration time, addressing concerns, enabling more collaboration, exploring diverse AI applications, and continuous improvement.
Despite mixed sentiments, the positive feedback indicates AI's potential to significantly enhance learning experience. As we share our resource bank, participants will follow in the footsteps of our students as they, and we, explore AI.
Student reboot 4.0: the affordances of their Brave New World
Join us for a session which reimagines the student experience through the lens of innovation, technological empowerment and inclusivity. Higher Education has accelerated the move towards Education 4.0, a technologically fueled, student centric model that promotes flexible learning paths and focuses on knowledge/skill requirements of the industry (FICCI and EY Vision 2040). In ‘Brave New World’ Aldous Huxley sets out a dystopian futuristic world state anticipating huge scientific advancements. This draws parallels with the citizens (our learners) being environmentally engineered into an intelligence based social hierarchy through existing tools and approaches; an alternative, we argue is to empower learners, (re)locating and positioned them at centre of educational programs. Opportunities afforded by travel frame the student ability to create a strong impression at interview. Research shows that marginalised /excluded groups can be disadvantaged by this lack when seeking graduate employment. Can technology assist our learners in building resilience, social capital and a pathway to success? We will:
Explore the student journeys of Shahida (a medical student) and Kevin (an art student) as they seek to build their portfolios by travel; participants will help to select their final destinations
Consider the challenges of ‘real’ and ‘virtual’ travels in building confidence and social capital
Co-create of a padlet to share ideas about technologies and the ways in which these may empower or disempower our learner of the future.
Valuing the invisible: metrics and meaning
There is always a 'But'. With ownership of knowledge is no longer a University prerogative:, how can Universities demonstrate their value and value(s)? This question is explored through the lens of how we support students and their learning. With investment in sophisticated learner analytic packers to track, monitor and identify patterns of usage as students access our VLEs, how are we making meaning from the metrics? This talk sets out to take a student perspective on this hotly contested debate.
Towards a taxonomy of scale: a sustainable approach
Background:
Taking simulation from concept through to scalable delivery is complex, contested and an under-theorised process. The traditional approaches to scaling innovations, proposed by Everett Rogers in the 1960s is the notion of diffusion of innovation; we argue that this is of limited use in our context of working with NHS health professionals supporting their learning post-covid. Our approach to scaling draws the upon the well-tested seminal works on taxonomies by Coburn (2003) [1] and her dimensional framework, Dede et al (2007) [2], with their educational scaling model, plus the systematic review of Greenhalgh et al (2004) [3] in health services.
Method
By considering the ways in which our eight Health Education England (HEE) simulation projects have been delivered, this work presents an emerging framework, designed to enable the orchestration of team discourse about theory, the production of simulation artefacts as tools for design discourse and the identification of scalable systemic pain points. We pay particular attention to scaling innovations in practice and organisational change, which are in our view enabling factors in the sustainable adoption of learning technologies by end users in the workplace.
Findings
Successful scaling is more than just being about the number of users we can reach. It requires underpinning by an understanding about the changes in practice an innovation can bring about, and how valuable these changes are to stakeholders. Challenges remain as to whether such changes can be sustained over time, and the extent to which users and stakeholders are involved in co-creating the innovation. Individuals within the organisations – and their attitudes, beliefs, and habits – play an equally important role in exploring new technologies and practices with an open mind and perceiving these as an added value in their work environment and daily routines.
Conclusion
This work illustrates the need to strategically involve the ‘missing middle’ and starts to identify the key role these people play in that space between where scaling factors reside between top-down strategy and bottom-up initiatives.
References:
[1] Coburn CE. Rethinking scale: Moving beyond numbers to deep and lasting change. Educational researcher. 2003 Aug;32(6):3-12.
[2] Dede CH, Rockman S, Knox A. Lessons learned from studying how innovations can achieve scale. Threshold. 2007;5(1):4-10.
[3] Greenhalgh T, Robert G, Macfarlane F, Bate P, Kyriakidou O. Diffusion of innovations in service organizations: systematic review and recommendations. The milbank quarterly. 2004 Dec;82(4):581-629.
The Brave New World of the University of Bedfordshire (v4.0)
Education 4.0 is conceptualised as a set of choices through a lifelong pathway whereby learners have ownership and control of their studies, as they weave seamlessly between education and employment. (FICCI and EY Vision 2040). With the learner firmly placed at the centre of educational programs, instructional approaches, learning experiences and academic support strategies that are aligned to the learner’s distinct needs, aspirations and interests, what are the opportunities and challenges for a redefinition of the education ecosystem? Will we launch the ‘Brave New World’ of Aldous Huxley (1932), set out in his dystopian futuristic world state novel which anticipated huge scientific advancements, with citizens being environmentally engineered into an intelligence based social hierarchy? or will we draw upon technologies to enrich the student learning experience by focusing on employability and providing opportunities for research excellence? Responding to the evolving student needs coupled with rapidly changing industry demands, HEIs now have a greater onus to develop an ecosystem that will provide a high-quality educational experience.
Link to BOT:
https://youtu.be/eqFzfa11_aU
Please contact Debbie for full slide deck.
Creating authentic learning environments: An evaluation of Godzilla (II) the...
OMG Godzilla II is the second outing for Godzilla, a film prehistoric reptilian monster awakened and empowered by nuclear radiation. Drawing upon the imaginary scenario of the creature arriving in Dorset, creating panic and havoc and needing the emergency services to deal with the aftermath, this Pecha Kucha presentation will demonstrate the operationalisation of events as we put first and third year Paramedic Science students though a casualty prioritisation and treatment set of scenarios. Godzilla wreaked havoc yet again upon the estates of BU, in facilitating this immersive experience we exploited our student’s sensory boundaries, in the austere learning environment of an underground car park.
Directing staff and volunteers steered the vision and collective response to the multifaceted tasks presented to our students. The resulting exercise enabled a holistic evaluation of risk assessment, whilst in play as students demonstrated their thinking through structured feedback of their clinical treatment and decision making, of scalable multiple patient scenarios, on a platform that allowed our students to demonstrate praxis.
50 students across our UG programme tackled aftermath of the mythical beast’s anti-social and terribly inconvenient behaviour. OMG Godzilla II and our wider simulation programme blend theory through an innovative and disruptive paradigm. The team informed our pedagogic approach from lessons recognised appraised from previous student feedback and our professional networks and experience. This fresh approach structured multiple iterations of timed simulation, as a conduit to enhancing our student’s experience. This succinct review will demonstrate how our design and development process structured achievable solutions, for this complex educational practice, and thus we argue; our pedagogy is an evolving conduit for the advancement of knowledge, addressing a multi-faceted and complex simulation – a hi-fidelity major incident.
Tech Chat: technology mediated learning
Tech Chat: technology mediated learning
In an institution where we place a huge value on our ‘campus premium’ changing our teaching spaces with the investment in the Bournemouth Gateway Building has created buzz and excitement. Enhancing the student experience and building staff confidence to ‘blend’ the best of face-to-face and online delivery is at the heart of the Tech Chat series. Designed as a collaboration between FLIE expert practice and Faculty digital pedagogic expertise, the Tech Chat hosts live discussions; shares good pedagogic design; shows ‘how to’ work with a range of online learning tools; offers immediate demonstrations ‘in situ’; promotes the FLIE digital pedagogy framework and offers staff a ‘safe space’ to practice in and most importantly, to build confidence.
Coming out of Covid, in the Faculty of Health and Social Sciences our technology/pedagogic response has been underpinned by the humansing values of Todres et al (2009); building value-based communities of practice (Holley et al (2021) and Vygotsky’s (1978) conceptualisation of the Zone of Proximal Development. Vygotsky’s ideas support socially constructed learning, especially when mediated by technology. We were influenced by Cook (2010) who proposed an extension of Vygotsky's concepts to explain how learners collaborate, using tools to mediate learning (mobile phones, augmented reality, language). This approach underpinned the technology-mediated problem solving where learners (in this case staff) participated in new contexts for learning.
This presentation will showcase some best practice examples of the new contexts for learning.
References:
Cook, J. (2010) ‘Mobile phones as mediating tools within augmented contexts for development’, International Journal of Mobile and Blended Learning,2(3), pp.1-12.https://doi.org/10.4018/jmbl.2010070101.
Holley, D., Quinney, A. and Moran, J. (2021) “Building a values-based community of practice in Nursing Sciences during the Covid-19 pandemic ”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.745.
Todres, L., Galvin, K.T. and Holloway, I., 2009. The humanization of healthcare: A value framework for qualitative research. International Journal of Qualitative Studies on Health and well-being, 4(2), pp.68-77.
Vygotsky, L. (1978). Mind in Society. In: Cole, M., (Ed.) The development of higher psychological processes. Cambridge MA: Harvard University Press.
Creating a culture for learning
Abstract for FLIE Learning Conference 2023
A hotly contested debate in Higher Education remains: where does the responsibility lie for the development of student learning and writing? Wherever our students are learning, they are writing, be it formatively, creatively, or summatively, often with pain and pressure, but seldom for pleasure. The process of academic writing can free up thinking and ideas - and be an initiation into and participation in wider professional and academic discourses, and creativity, drawing, observations and alternative ways of creating visual data (Ridley 2010) as well as more tactile approaches such as Lego Serious Play (James and Nerantzi 2019) can form part of this process. This presentation will share the work of the Department of Nursing Sciences staff, as they took an active participant approach to engaging students with their learning as part of their reflection of teaching practice (PREP) during the past academic year; and the student responses to these different ways of learning.
References
Sandra Abegglen, Tom Burns and Sandra Sinfield (2021) Supporting Student Writing And Other Modes of Learning and Assessment. A Staff Guide. Calgary: PRISM Open Access.
James, A. and Nerantzi, C., 2019. Sketch: our learning journey with LEGO®. The Power of Play in Higher Education: Creativity in Tertiary Learning, pp.239-242.
Ridley, P. and Rogers, A., 2010. Clinical Education, Health & Social Care. University of Brighton.
Why students engage in simulation and how it prepares them for work
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” (Lee et al 2021).
Employers seek graduates who can demonstrate attributes that organisations require to operate successfully and develop in the future. As students transition out of HE, they should have the ‘abilities and capabilities to maintain employment’ (Asiri et al, 2017 p2). The Jisc Student Experience Report (2022) identified that 43% of students did not perceive their learning materials to be engaging or motivating. Immersive technology and simulation may offer the solution to this disconnect. In health sciences (HEE 2020), simulation is an established signature pedagogy and is being increasingly developed for use in other disciplines such as a business and psychology.
Simulations can be designed for cognitive absorption, the psychological concept of flow and deep absorption in learning, proposed by the Open University (2021). Premised on the innovation of best learning moments the student tasks in these case studies are designed to engender deep involvement, through memorable learning activities. Signature pedagogies (Thompson et at 2012) for professions can provide a means for institutions to achieve the requirements of OfS’s B3 (2022) which values the links between the provider and the employer.
Learning Developers have a pivotal part to play operationalising B3 for their institutions and our workshop invites participants to experience three different types of simulation, a) a business game, b) a mass casualty evacuation and c) embodiment as part of the psychology research unit. Participants will be encouraged to explore the factors that support the successful deployment of these technologies and to share and plan how to deploy these and other technologies in their own contexts.
A manifesto for the metaverse: opportunities and challenges for learning deve...
ALDinHe workshop
Drawing upon a section of the co-created Learning Development (LD) Manifesto, in this workshop we invite participants to come and be creative – and imagine beyond what LDs do now into what LDs may do in the future, inspired by the metaverse. The metaverse is a science fiction hypothetical iteration from the book ‘Snow Crash’ (Stephenson 1992) set in a near future where the global political structure has collapsed (!), a tiny number of super-corporations control most aspects of life, and the rich spend their time in the metaverse.
Today the metaverse is the Facebook owned platform Meta, which Mark Zuckerberg explains as “an embodied internet where you’re in the experience, not just looking at it”. Rather than our current 2D, screen-based internet, the metaverse will be a 3D virtual space, accessed by either a VR headset or AR (augmented reality) glasses, which superimpose a layer of digital information on top of the visible world. What impact might this have on LD practices, knowledge and beliefs? The metaverse is highly contentious and we invite LDs to take the challenge, look to possible futures and its potential value to the sector. Will it promote and enhance equality, diversity and inclusion?
We will invite participants (who will work in teams) to co-create a #Take5 blogpost with us from our mapping and debates
No technology needed for the session, and no previous knowledge of the metaverse
===our manifesto===
What does Learning Development do?
It contextualises, embeds and maps knowledge, and contributes to learning gain
It teaches how to learn and scaffolds learning
It widens opportunity, not participation; it can trouble what we mean by participation
It infiltrates throughout the university and operates in a 3rd space, connecting and
collaborating with the wider community
It works with the hidden curriculum
It legitimises the different forms of knowledge our students have
It levels the playing field and widens the academy
Recognition for learning developers
A session exploring the requirements for PFHEA and National Teaching Fellow (NTF) schemes run by AdvanceHE
Why students engage in simulation and how it prepares them for work
ALDinHE workshop
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” (Lee et al 2021).
Employers seek graduates who can demonstrate attributes that organisations require to operate successfully and develop in the future. As students transition out of HE, they should have the ‘abilities and capabilities to maintain employment’ (Asiri et al, 2017 p2). The Jisc Student Experience Report (2022) identified that 43% of students did not perceive their learning materials to be engaging or motivating. Immersive technology and simulation may offer the solution to this disconnect. In health sciences (HEE 2020), simulation is an established signature pedagogy and is being increasingly developed for use in other disciplines such as a business and psychology.
Simulations can be designed for cognitive absorption, the psychological concept of flow and deep absorption in learning, proposed by the Open University (2021). Premised on the innovation of best learning moments the student tasks in these case studies are designed to engender deep involvement, through memorable learning activities. Signature pedagogies (Thompson et at 2012) for professions can provide a means for institutions to achieve the requirements of OfS’s B3 (2022) which values the links between the provider and the employer.
Learning Developers have a pivotal part to play operationalising B3 for their institutions and our workshop invites participants to experience three different types of simulation, a) a business game, b) a mass casualty evacuation and c) embodiment as part of the psychology research unit. Participants will be encouraged to explore the factors that support the successful deployment of these technologies and to share and plan how to deploy these and other technologies in their own contexts.
Simulation theory briefing paper (ALDinHE Conference 2023)
Simulation Theory Briefing paper: ‘best learning moments’, ‘flow’, ‘cognitive absorption’ and the ‘Zone of Professional Development’ to accompany the ALDinHE conference 2023 workshop ‘Why students engage in simulation and how it prepares them for work’, 13 June 2023.
*Dr Ben Goldsmith, (FLIE) Dr David Biggins (BuBS), Professor Debbie Holley (FHSS)
Technostress and the student experience
Internal webinar to support new academic writers
Debbie Holley shares her and David Biggins work on learning design and student 'technostress' which challenges our assumptions about the online spaces students choose to learn - especially in regard to Virtual Learning Environments. What do they prefer and how can we help them? This talk will offers insights into accessing and interpreting data in ways that are more useful for academics, learning developers, and learning designers, and suggests ways in which we can effectively frame student support by putting the ‘real’ student experience at the centre of our practice.
Original citation
Biggins, D and Holley, D. (2023). Designing for student wellbeing: Challenging assumptions about where our students learn. Journal of Learning Development in Higher Education. https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/938
Harnessing the Blend: Creating authentic learning experiences
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Assessing the benefits of Blended Learning in Higher Education.
Recent research from the Office for Students (OfS) highlighted the positive aspects of blended learning in higher education. In their 2022 report, OfS stated 79% of UK university students were satisfied with blended learning. Furthermore, the combination of in-person and online teaching and learning in higher education enables flexibility in physical attendance and allows greater accessibility for students. This supports students who have caring responsibilities and those in need of reasonable adjustments where exclusive physical or virtual attendance may adversely impact them. Blended learning has been further identified as a new way of bridging the gap in the higher education system by engaging better with underrepresented students.
However, OfS found that 1 in 5 students in 2022 reported dissatisfaction with blended learning. One reason for dissatisfaction is the worry of ‘content overload’ on some courses where some students reported receiving more content online than is manageable within the working week. The overloading risks reduction in course quality and student satisfaction that should be at the heart of students journeys in higher education. This highlights the need for conversations around blended learning to understand the ways it can be improved to better support both staff and students.
Assessing the Benefits of Blended Learning in Higher Education brings together key stakeholders in higher education to learn how to deliver blended learning to maximise the benefit for students and staff and create a more productive, inclusive, and fair environment.
Metaphor (money) and Metaverse
A keynote comprising a discussion of aspects of the metaverse by exploring concepts through metaphor.
Key References:
Ball, M., 2022. The metaverse: and how it will revolutionize everything. Liveright Publishing.
McKinsey and Company. (2021). Defining the skills citizens will need in the future world of work Available at: https://www.mckinsey.com/industries/public-and-social-sector/our-insights/defining-the-skills-citizens-will-need-in-the-future-world-of-work
Metaverse https://mvs.org/
State of XR and Immersive Learning: https://immersivelrn.org/pages/state-of-xr-immersive-learning
Stephenson, N., 2003. Snow crash: A novel. Spectra.
"The future is human, and the future of learning is immersive": discuss
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds”
State of XR and Immersive Learning Outlook Report (2021)
What promises can technology offer us and those we educate? In this session we will focus on the ‘ metaverse’ a science fiction hypothetical iteration from the book ‘Snow Crash’ (Stephenson 1992) set in a near future where the global political structure has collapsed (!), a tiny number of super-corporations control most aspects of life, and the rich spend their time in the metaverse.
Today the metaverse is the Facebook owned platform Meta, which Mark Zuckerberg explains as “an embodied internet where you’re in the experience, not just looking at it”. Rather than our current 2D, screen-based internet, the metaverse will be a 3D virtual space, accessed by either a VR headset or AR (augmented reality) glasses, which superimpose a layer of digital information on top of the visible world. What impact might this have on our teaching practices, knowledge and beliefs?
References:
Lee, M.J., Georgieva, M., Alexander, B., Craig, E. and Richter, J., 2021. State of XR & immersive learning outlook report 2021. Walnut, CA: Immersive Learning Research Network.
Metaverse: http://mvs.org [accessed 16.03.2023]
Stephenson, N., 2003. Snow crash: A novel. Spectra.
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Faculty Writing Week Resources
- 1. Welcome to the Department of Nursing Science writing sprint facilitated by Debbie Holley One idea, write for 20 minutes, report back....or carry on....
- 2. Day 1: getting started? The genre task Once upon a time, you were walking across a beautiful beach when looking out to sea you saw a.... now select a genre, and freewrite for three minutes... Thriller/comedy/romance/horror/sci-fi/ epic/fairytale/ fantasy/crime/history • then link the final sentence into your 'real' writing • Based on Peter Elbows' work and English, (2011)
- 3. Day 2: Today is national perihelion day.... You will need one piece of paper/ word doc and two columns • Earth is closest to the Sun on Perihelion Day • Falling about two weeks after the winter solstice each year, the center of the Earth is exactly 91,406,842 million miles from the center of the Sun, • This is the closest that the Earth ever is to the Sun each year. • At this time of the year, the Earth’s orbital speed is at its maximum. What are the key facts the readers of your writing will want to know? 20 minutes on writing that list! One side – what you know, the other – what are the gaps you need to find out about?
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