The document outlines the agenda and sessions for an away day event for the eLearning Team at the University of Greenwich. The day includes sessions on introducing Greenwich Connect, a university initiative to enhance learning through connectivity and networks. It involves breakout sessions for participants to debate and evaluate issues and opportunities around key themes. The document provides examples of current projects underway as part of Greenwich Connect's first year, including reconfiguring learning spaces and enhancing the virtual learning environment. An organizational chart is presented, outlining the governance structure and roles of units involved in supporting Greenwich Connect.
Celebrating innovative scholarship through social media #ESLTIS17Sue Beckingham
The document discusses how social media can be used to promote open and digital scholarship. It argues that social media allows scholars to more widely disseminate and discuss their work, reaching larger audiences. This can encourage innovation and changes in teaching practices across disciplines. The document provides examples of how academics are using blogs, Twitter, and other social media to openly share their scholarly work and engage in discussion.
Using social media for learning and teaching #Bett2017 #ALiSOnlineSue Beckingham
This session explores how social media can be used to connect, communicate, curate, collaborate and create to enhance the learning experience both within and outside of the classroom. Learning activities and social media spaces will be shared to demonstrate how learners can develop digital capabilities and establish digital wellbeing.
http://alis-online.com/sessions/sioe-jan17/2016/12/2/social-media
Celebrating learning and teaching excellence through social media and digital...Sue Beckingham
A workshop at the Spring 2017 Staff and Educational Development Association Conference which considered how social media and digital narratives could be used to celebrate teaching excellence and learning gain.
This document discusses how social media can be used to support learning activities, organizing learning, and showcasing learning. It provides examples of how lecturers have used tools like YouTube, WhatsApp, Socrative, Google Docs, Pinterest, LinkedIn, WordPress, SlideShare and Twitter to communicate with students, collaborate on projects, organize course materials, and allow students to showcase their work to potential employers. The document advocates for the strategic use of social media across the various stages of the learning process.
This document provides an overview of Gráinne Conole's career history and research interests. It summarizes her path from studying chemistry to taking on roles leading the adoption of educational technology. It also outlines her three main phases of research focus: open practices on the internet, learning design, and social/participatory media. Throughout her career, she has advocated for more open and collaborative approaches to teaching and learning using digital technologies.
This document summarizes a presentation about harnessing technologies to prevent early school leaving. It discusses how e-learning can support different pedagogical approaches and developing digital literacy skills. It also outlines challenges in education like the disaggregation of education and need for new digital literacy skills. Technologies can help provide virtual support for students on effective study skills, listening to concerns, and creating online communities to help tackle early school leaving.
This document discusses using social media for learning, teaching, and research. It outlines the characteristics of new media technologies and their implications. Some key benefits of social media include allowing students to communicate with peers and researchers to participate in global communities. However, there are also risks like time consumption and privacy issues. The document explores various social media tools and provides case studies of tools being used for recruitment, research dissemination, employability, and enhancing learning and teaching. Overall, it argues that social media enable new forms of collaboration but require developing new digital literacy skills.
The document outlines Gráinne Conole's workshop on the 7Cs learning design framework. The 7Cs framework involves conceptual representations of courses to encourage reflective practice and promote sharing. It includes activities for workshop participants to conceptualize a course by considering features, resources, communication tools, and mapping learning outcomes. The goal is to help teachers rethink course design to create more engaging learning experiences for students. Evaluation of the framework found it welcomed and useful for conceptualizing course design.
Celebrating innovative scholarship through social media #ESLTIS17Sue Beckingham
The document discusses how social media can be used to promote open and digital scholarship. It argues that social media allows scholars to more widely disseminate and discuss their work, reaching larger audiences. This can encourage innovation and changes in teaching practices across disciplines. The document provides examples of how academics are using blogs, Twitter, and other social media to openly share their scholarly work and engage in discussion.
Using social media for learning and teaching #Bett2017 #ALiSOnlineSue Beckingham
This session explores how social media can be used to connect, communicate, curate, collaborate and create to enhance the learning experience both within and outside of the classroom. Learning activities and social media spaces will be shared to demonstrate how learners can develop digital capabilities and establish digital wellbeing.
http://alis-online.com/sessions/sioe-jan17/2016/12/2/social-media
Celebrating learning and teaching excellence through social media and digital...Sue Beckingham
A workshop at the Spring 2017 Staff and Educational Development Association Conference which considered how social media and digital narratives could be used to celebrate teaching excellence and learning gain.
This document discusses how social media can be used to support learning activities, organizing learning, and showcasing learning. It provides examples of how lecturers have used tools like YouTube, WhatsApp, Socrative, Google Docs, Pinterest, LinkedIn, WordPress, SlideShare and Twitter to communicate with students, collaborate on projects, organize course materials, and allow students to showcase their work to potential employers. The document advocates for the strategic use of social media across the various stages of the learning process.
This document provides an overview of Gráinne Conole's career history and research interests. It summarizes her path from studying chemistry to taking on roles leading the adoption of educational technology. It also outlines her three main phases of research focus: open practices on the internet, learning design, and social/participatory media. Throughout her career, she has advocated for more open and collaborative approaches to teaching and learning using digital technologies.
This document summarizes a presentation about harnessing technologies to prevent early school leaving. It discusses how e-learning can support different pedagogical approaches and developing digital literacy skills. It also outlines challenges in education like the disaggregation of education and need for new digital literacy skills. Technologies can help provide virtual support for students on effective study skills, listening to concerns, and creating online communities to help tackle early school leaving.
This document discusses using social media for learning, teaching, and research. It outlines the characteristics of new media technologies and their implications. Some key benefits of social media include allowing students to communicate with peers and researchers to participate in global communities. However, there are also risks like time consumption and privacy issues. The document explores various social media tools and provides case studies of tools being used for recruitment, research dissemination, employability, and enhancing learning and teaching. Overall, it argues that social media enable new forms of collaboration but require developing new digital literacy skills.
The document outlines Gráinne Conole's workshop on the 7Cs learning design framework. The 7Cs framework involves conceptual representations of courses to encourage reflective practice and promote sharing. It includes activities for workshop participants to conceptualize a course by considering features, resources, communication tools, and mapping learning outcomes. The goal is to help teachers rethink course design to create more engaging learning experiences for students. Evaluation of the framework found it welcomed and useful for conceptualizing course design.
The document discusses the evolving landscape of e-learning and the future of learning through new technologies and pedagogies. It outlines several key trends in technology including mobile devices, augmented reality, learning analytics, and cloud computing. It also discusses how the web has transformed from Gutenberg to Zuckerberg and the implications of disruptive technologies. New approaches to learning design are proposed to promote the adoption of e-learning strategies through interventions and the strategic use of learning management systems.
Using Twitter to build online learning communitiesOlivia Kelly
A presentation for OU Associate Lecturers given at a staff conference in April 2018. Looks at current research on how Twitter can be used as a tool to build an online learning community between ALs and students and among ALs.
Designing in the open: Examining the experiences of course developers & facultyBCcampus
This document summarizes a presentation on examining the experiences of course developers and faculty designing courses in an open manner. It discusses:
- Definitions of openness from participants' perspectives
- How openness was framed and implemented in a Master of Arts in Learning and Technology program through open educational practices, open educational resources, and open course design
- Preliminary findings from a faculty survey on challenges, supports needed, and impact on course design when teaching openly
- Emerging themes around balancing openness with privacy, modeling open practices, and moving openness initiatives forward through collaboration.
This document provides an overview of a session on embedding blended learning at GCU London. The session aims to support staff in developing effective blended learning approaches and engage students through technology. It includes discussions of experiences with blended learning, principles of design, and practical tools and techniques. Attendees will consider current practice, share experiences, and identify ways to enhance student learning through blending online and classroom activities.
National Teaching Fellowship - Communicating DigitallySue Beckingham
A short presentation on the value of communicating digitally and engaging in digital scholarship and dialogue.
Presented at the Sheffield Hallam University Leadership Group
Social Media and Institutional Leadership in UK Higher EducationSue Beckingham
This research project examines how senior leaders in UK higher education deploy social media to the benefit of their institutions, their staff and their students. As universities become increasingly digital institutions within complex distributed networks, we suggest it is vitally important for senior leaders to directly embrace social approaches to communication and engagement. Drawing on paradigms from other sectors and outside the UK, we begin the work by establishing the rationale for university leaders to communicate regularly, personally and responsively to support strategic change.
Specifically, we explore how ‘digital leadership’ through social media can:
promote institutional successes and strategies within and outside the University
enhance direct engagement with students, staff and other stakeholders
role model behaviours in relation to digital capabilities
Our work is underpinned by a data gathering exercises, mapping how Vice-Chancellors of all UK universities currently use social media, with specific focus on Twitter and LinkedIn. We have selected these channels because of their widespread use in prof4essional contexts. The quantitative data we provide will establish how regularly these senior leaders use social media and what reach they have with particular networks.
This will be complemented by a number of detailed case studies, looking at how individual Vice-Chancellors build their networks through disseminating interesting and valuable content. Qualitative analysis of the nature and tone of engagement employed by Vice-Chancellors will help illustrate to what extent they reveal individual personalities, humanising themselves, their roles and their examples of student engagement using social media, asking of the greater visibility and personalisation for senior institutional affiliation and belonging amongst the institution’s student body.
Role Based Design - A practical way to build organisational e-Learning design...Steven Parker
The document introduces Role Based Design (RBD), a model for developing organizational e-learning design capacity. RBD focuses on creative capacity building and collaboration. It uses a team-based approach where individuals are trained in specific roles within the e-learning design process. Key roles include designer, developer, and facilitator. Training involves one-on-one tutoring, flipped tutorials, and mentoring of team leaders. The goal of RBD is to enable scaling of e-learning design capabilities through sparking innovation and responding to challenges.
The document summarizes the agenda and proceedings of the Student Experience Experts meeting held on 12/10/2016. It includes an introduction, housekeeping details, presentations and discussions on various topics related to technology enhanced learning such as using data to support learning, digital capabilities, and challenges in building digital learning environments. Members showcased initiatives at their institutions and there was a discussion on how Jisc can support advancing technology enhanced learning at institutions.
Gráinne Conole gave a presentation on the trajectories of e-learning. She discussed how technologies like the internet, learning management systems, mobile devices, and MOOCs have evolved over time to impact e-learning. Conole described different pedagogical approaches that can be used with technologies, such as drill and practice learning, inquiry-based learning, and situated learning. She also discussed the concept of learning design and presented a model for conceptualizing, capturing, communicating, collaborating, and consolidating the design of e-learning experiences. Conole concluded by considering emerging technologies and their implications for changing roles in teaching, learning, and research.
Online Social Networks Intro Session 2016Lisa Harris
The document provides an introduction to the Online Social Networks module being offered in 2016. It discusses the rationale for taking an interdisciplinary approach to studying social networks from technological, social, and other perspectives. The module will be taught by five tutors from three different faculties over five weeks. Students will work on a Social Networks MOOC and develop a video on a "big question" to present, along with a reflective essay. The MOOC experience is meant to help students build their networks and prepare for the exam, which counts for 60% of the module grade.
This document outlines an activity-based approach to curriculum design for online programs and modules. It discusses creating a curriculum framework, developing a team-based approach, and sharing experiences. The agenda presented includes an overview, blueprint and action plan, and creating storyboards for modules. Key aspects to consider are aims, learning outcomes, assessment, feedback, activities, resources, and tools. Potential consequences of assessment strategies are discussed. Feedback should be dialogic, timely, related to criteria, and support future learning. Learning activities should be motivating, interactive, and adaptable. Resources and references are provided.
Integrating MOOCs into University ModulesLisa Harris
1) The document discusses integrating Massive Open Online Courses (MOOCs) into existing university modules to enhance student learning.
2) It describes a study where two MOOCs were integrated into an undergraduate module in real-time for exam revision. Student surveys found mixed results, but exam grades increased 3% on average.
3) Next steps include repeating the intervention on an online marketing module, having students engage with global learners in the integrated MOOC in real-time.
Smart Learning: teaching and learning with smartphones and tablets in post co...Andrew Middleton
The document discusses how the use of smart technologies and social media by students and staff both in and out of the classroom has implications for academic practice. Unlike past periods of technology-led learning, students and academics are now leading change, presenting a challenge to institutions. This shift demands that institutions reexamine their understanding of formal and informal engagement, physical and virtual learning environments, stakeholders, and psycho-social dynamics.
This document summarizes a session on scaling up and embedding learner-as-change-agent initiatives at three institutions: Blackburn College, University of Greenwich, and University of Winchester. The session included presentations from each institution on their models and projects involving students as change agents. It also provided an overview of the benefits of student-staff partnerships and the role of students as change agents. Group discussions focused on how other institutions could implement similar initiatives and what one thing attendees could do to support student-staff partnerships at their own institutions.
The document discusses effective online teaching presence and class community. It provides background on frameworks for how people learn best, including when learning is learner-centered, assessment-centered, and builds a sense of community. It defines teaching presence as the design, facilitation and direction of cognitive and social processes to achieve meaningful learning outcomes. Teaching presence includes facilitating discourse, direct instruction, and instructional design. Research found high levels of teaching presence correlated with student satisfaction and learning. Class community includes a sense of connectedness and learning through interaction and shared expectations. Courses with effective teaching presence are more likely to develop strong class community and higher student satisfaction and learning.
The document discusses what makes a successful online learner based on a research study. Some key findings include:
- Successful online learners are motivated, autonomous, and self-regulated. They engage proactively with course content and communicate effectively.
- Online learners feel enjoyment in their learning even when challenged, and feel in control of their learning outcomes. They employ strategies to cope with technology issues.
- Factors like educational background, access to technology, and other demands on time can impact an online learner's success. Support from instructors is important.
The document recommends that institutions and instructors choose courses thoughtfully for online learning, support learners' digital skills, and create a sense of community
The document describes the redesign of a large introductory information technology course from a traditional lecture format to a more active and collaborative format. The instructors partnered to move course materials online, establish student teams, and implement new assessments including a wiki project and individual infographic. Initial student feedback was mixed but became more positive. Outcomes included improved technology skills, interest in the major, and sample student work that exceeded expectations. Future plans include modifying the wiki project into online discussion boards to improve collaboration logistics.
The document summarizes a framework for using social media for learning. The framework includes 7 principles: learner-centered, lifelong learning, media neutral, cooperative, socially inclusive, open and accessible, and authentically situated. Examples are provided for how each principle can be implemented using various social media tools like blogs, Twitter, LinkedIn, and Google Hangouts. The framework aims to validate and refine existing practices and help identify how social media can further embed and transform teaching and learning.
The Digital Citizenship Project KnowledgeNet PresentationClaire Amos
The Digital Citizenship Project aims to develop a crowdsourced set of digital citizenship teaching resources. It began as a request on a discussion forum that attracted interest from over 75 educators. Modules were structured around learning outcomes, themes, resources, activities and extension materials. Resources are hosted on WikiEducator to ensure openness and sustainability. The project utilizes crowdsourcing to connect educators and arrive at better resources through collaboration. Educators are encouraged to use, contribute and adapt the resources to suit their needs and promote digital citizenship.
Teaching as Inquiry for Moodle KnowledgeNet PresentationClaire Amos
The document discusses using an "e-learning action plan" to guide professional development at EGGS, focusing teacher inquiry on improving specific student learning outcomes through the strategic integration of ICT tools. Teachers will develop action plans within professional learning groups, selecting an area of student development to target and identifying collaborative, differentiated strategies using Moodle, Google Apps, and other technologies. The goals are to establish online classroom environments, encourage use of student devices, and reflect on pedagogy to ensure technology enhances student-centered learning.
Change Agents Network Meeting 2014 - Winchester. Example Participant projectsbell020
Will Page is supporting various student engagement initiatives at the University of Exeter including mapping the impact of engagement work, defining engagement strategies, and supporting over 50 student-led "Change Agent" projects. The "UCL Students as Change Agents" program will pilot funding and supporting student-led teaching and learning projects. Stuart Hepplestone and Ian Glover are developing a "menu" of teaching approaches and technologies to encourage faculty to engage students at Sheffield Hallam University. Shazia Arif is investigating how social media is used by researchers at Brunel University to identify tools that can support their development.
Changing student practices and digital literaciesjisc-elearning
This document summarizes presentations from a webinar on developing digital literacies. It includes:
1) A summary of a project at the Institute of Education that studied changing student digital practices through surveys, focus groups, and journaling to understand student orientations to digital tools.
2) A summary of the CASCADE project at the University of Exeter that used postgraduate students as "digital pioneers" to support staff and student development in digital literacy.
3) An overview of a project at the University of Greenwich that recruited undergraduate students as "change agents" to support the development of digital literacy skills across the university.
4) A description of the InStePP project at Oxford Brookes University
The document discusses the evolving landscape of e-learning and the future of learning through new technologies and pedagogies. It outlines several key trends in technology including mobile devices, augmented reality, learning analytics, and cloud computing. It also discusses how the web has transformed from Gutenberg to Zuckerberg and the implications of disruptive technologies. New approaches to learning design are proposed to promote the adoption of e-learning strategies through interventions and the strategic use of learning management systems.
Using Twitter to build online learning communitiesOlivia Kelly
A presentation for OU Associate Lecturers given at a staff conference in April 2018. Looks at current research on how Twitter can be used as a tool to build an online learning community between ALs and students and among ALs.
Designing in the open: Examining the experiences of course developers & facultyBCcampus
This document summarizes a presentation on examining the experiences of course developers and faculty designing courses in an open manner. It discusses:
- Definitions of openness from participants' perspectives
- How openness was framed and implemented in a Master of Arts in Learning and Technology program through open educational practices, open educational resources, and open course design
- Preliminary findings from a faculty survey on challenges, supports needed, and impact on course design when teaching openly
- Emerging themes around balancing openness with privacy, modeling open practices, and moving openness initiatives forward through collaboration.
This document provides an overview of a session on embedding blended learning at GCU London. The session aims to support staff in developing effective blended learning approaches and engage students through technology. It includes discussions of experiences with blended learning, principles of design, and practical tools and techniques. Attendees will consider current practice, share experiences, and identify ways to enhance student learning through blending online and classroom activities.
National Teaching Fellowship - Communicating DigitallySue Beckingham
A short presentation on the value of communicating digitally and engaging in digital scholarship and dialogue.
Presented at the Sheffield Hallam University Leadership Group
Social Media and Institutional Leadership in UK Higher EducationSue Beckingham
This research project examines how senior leaders in UK higher education deploy social media to the benefit of their institutions, their staff and their students. As universities become increasingly digital institutions within complex distributed networks, we suggest it is vitally important for senior leaders to directly embrace social approaches to communication and engagement. Drawing on paradigms from other sectors and outside the UK, we begin the work by establishing the rationale for university leaders to communicate regularly, personally and responsively to support strategic change.
Specifically, we explore how ‘digital leadership’ through social media can:
promote institutional successes and strategies within and outside the University
enhance direct engagement with students, staff and other stakeholders
role model behaviours in relation to digital capabilities
Our work is underpinned by a data gathering exercises, mapping how Vice-Chancellors of all UK universities currently use social media, with specific focus on Twitter and LinkedIn. We have selected these channels because of their widespread use in prof4essional contexts. The quantitative data we provide will establish how regularly these senior leaders use social media and what reach they have with particular networks.
This will be complemented by a number of detailed case studies, looking at how individual Vice-Chancellors build their networks through disseminating interesting and valuable content. Qualitative analysis of the nature and tone of engagement employed by Vice-Chancellors will help illustrate to what extent they reveal individual personalities, humanising themselves, their roles and their examples of student engagement using social media, asking of the greater visibility and personalisation for senior institutional affiliation and belonging amongst the institution’s student body.
Role Based Design - A practical way to build organisational e-Learning design...Steven Parker
The document introduces Role Based Design (RBD), a model for developing organizational e-learning design capacity. RBD focuses on creative capacity building and collaboration. It uses a team-based approach where individuals are trained in specific roles within the e-learning design process. Key roles include designer, developer, and facilitator. Training involves one-on-one tutoring, flipped tutorials, and mentoring of team leaders. The goal of RBD is to enable scaling of e-learning design capabilities through sparking innovation and responding to challenges.
The document summarizes the agenda and proceedings of the Student Experience Experts meeting held on 12/10/2016. It includes an introduction, housekeeping details, presentations and discussions on various topics related to technology enhanced learning such as using data to support learning, digital capabilities, and challenges in building digital learning environments. Members showcased initiatives at their institutions and there was a discussion on how Jisc can support advancing technology enhanced learning at institutions.
Gráinne Conole gave a presentation on the trajectories of e-learning. She discussed how technologies like the internet, learning management systems, mobile devices, and MOOCs have evolved over time to impact e-learning. Conole described different pedagogical approaches that can be used with technologies, such as drill and practice learning, inquiry-based learning, and situated learning. She also discussed the concept of learning design and presented a model for conceptualizing, capturing, communicating, collaborating, and consolidating the design of e-learning experiences. Conole concluded by considering emerging technologies and their implications for changing roles in teaching, learning, and research.
Online Social Networks Intro Session 2016Lisa Harris
The document provides an introduction to the Online Social Networks module being offered in 2016. It discusses the rationale for taking an interdisciplinary approach to studying social networks from technological, social, and other perspectives. The module will be taught by five tutors from three different faculties over five weeks. Students will work on a Social Networks MOOC and develop a video on a "big question" to present, along with a reflective essay. The MOOC experience is meant to help students build their networks and prepare for the exam, which counts for 60% of the module grade.
This document outlines an activity-based approach to curriculum design for online programs and modules. It discusses creating a curriculum framework, developing a team-based approach, and sharing experiences. The agenda presented includes an overview, blueprint and action plan, and creating storyboards for modules. Key aspects to consider are aims, learning outcomes, assessment, feedback, activities, resources, and tools. Potential consequences of assessment strategies are discussed. Feedback should be dialogic, timely, related to criteria, and support future learning. Learning activities should be motivating, interactive, and adaptable. Resources and references are provided.
Integrating MOOCs into University ModulesLisa Harris
1) The document discusses integrating Massive Open Online Courses (MOOCs) into existing university modules to enhance student learning.
2) It describes a study where two MOOCs were integrated into an undergraduate module in real-time for exam revision. Student surveys found mixed results, but exam grades increased 3% on average.
3) Next steps include repeating the intervention on an online marketing module, having students engage with global learners in the integrated MOOC in real-time.
Smart Learning: teaching and learning with smartphones and tablets in post co...Andrew Middleton
The document discusses how the use of smart technologies and social media by students and staff both in and out of the classroom has implications for academic practice. Unlike past periods of technology-led learning, students and academics are now leading change, presenting a challenge to institutions. This shift demands that institutions reexamine their understanding of formal and informal engagement, physical and virtual learning environments, stakeholders, and psycho-social dynamics.
This document summarizes a session on scaling up and embedding learner-as-change-agent initiatives at three institutions: Blackburn College, University of Greenwich, and University of Winchester. The session included presentations from each institution on their models and projects involving students as change agents. It also provided an overview of the benefits of student-staff partnerships and the role of students as change agents. Group discussions focused on how other institutions could implement similar initiatives and what one thing attendees could do to support student-staff partnerships at their own institutions.
The document discusses effective online teaching presence and class community. It provides background on frameworks for how people learn best, including when learning is learner-centered, assessment-centered, and builds a sense of community. It defines teaching presence as the design, facilitation and direction of cognitive and social processes to achieve meaningful learning outcomes. Teaching presence includes facilitating discourse, direct instruction, and instructional design. Research found high levels of teaching presence correlated with student satisfaction and learning. Class community includes a sense of connectedness and learning through interaction and shared expectations. Courses with effective teaching presence are more likely to develop strong class community and higher student satisfaction and learning.
The document discusses what makes a successful online learner based on a research study. Some key findings include:
- Successful online learners are motivated, autonomous, and self-regulated. They engage proactively with course content and communicate effectively.
- Online learners feel enjoyment in their learning even when challenged, and feel in control of their learning outcomes. They employ strategies to cope with technology issues.
- Factors like educational background, access to technology, and other demands on time can impact an online learner's success. Support from instructors is important.
The document recommends that institutions and instructors choose courses thoughtfully for online learning, support learners' digital skills, and create a sense of community
The document describes the redesign of a large introductory information technology course from a traditional lecture format to a more active and collaborative format. The instructors partnered to move course materials online, establish student teams, and implement new assessments including a wiki project and individual infographic. Initial student feedback was mixed but became more positive. Outcomes included improved technology skills, interest in the major, and sample student work that exceeded expectations. Future plans include modifying the wiki project into online discussion boards to improve collaboration logistics.
The document summarizes a framework for using social media for learning. The framework includes 7 principles: learner-centered, lifelong learning, media neutral, cooperative, socially inclusive, open and accessible, and authentically situated. Examples are provided for how each principle can be implemented using various social media tools like blogs, Twitter, LinkedIn, and Google Hangouts. The framework aims to validate and refine existing practices and help identify how social media can further embed and transform teaching and learning.
The Digital Citizenship Project KnowledgeNet PresentationClaire Amos
The Digital Citizenship Project aims to develop a crowdsourced set of digital citizenship teaching resources. It began as a request on a discussion forum that attracted interest from over 75 educators. Modules were structured around learning outcomes, themes, resources, activities and extension materials. Resources are hosted on WikiEducator to ensure openness and sustainability. The project utilizes crowdsourcing to connect educators and arrive at better resources through collaboration. Educators are encouraged to use, contribute and adapt the resources to suit their needs and promote digital citizenship.
Teaching as Inquiry for Moodle KnowledgeNet PresentationClaire Amos
The document discusses using an "e-learning action plan" to guide professional development at EGGS, focusing teacher inquiry on improving specific student learning outcomes through the strategic integration of ICT tools. Teachers will develop action plans within professional learning groups, selecting an area of student development to target and identifying collaborative, differentiated strategies using Moodle, Google Apps, and other technologies. The goals are to establish online classroom environments, encourage use of student devices, and reflect on pedagogy to ensure technology enhances student-centered learning.
Change Agents Network Meeting 2014 - Winchester. Example Participant projectsbell020
Will Page is supporting various student engagement initiatives at the University of Exeter including mapping the impact of engagement work, defining engagement strategies, and supporting over 50 student-led "Change Agent" projects. The "UCL Students as Change Agents" program will pilot funding and supporting student-led teaching and learning projects. Stuart Hepplestone and Ian Glover are developing a "menu" of teaching approaches and technologies to encourage faculty to engage students at Sheffield Hallam University. Shazia Arif is investigating how social media is used by researchers at Brunel University to identify tools that can support their development.
Changing student practices and digital literaciesjisc-elearning
This document summarizes presentations from a webinar on developing digital literacies. It includes:
1) A summary of a project at the Institute of Education that studied changing student digital practices through surveys, focus groups, and journaling to understand student orientations to digital tools.
2) A summary of the CASCADE project at the University of Exeter that used postgraduate students as "digital pioneers" to support staff and student development in digital literacy.
3) An overview of a project at the University of Greenwich that recruited undergraduate students as "change agents" to support the development of digital literacy skills across the university.
4) A description of the InStePP project at Oxford Brookes University
Developing a technology enhanced learning strategySarah Knight
This presentation was presented jointly with Sarah Davies at University of East London on the 15th January 2014 as part of the Changing Learning Landscapes programme of support.
Developing sustainable staff development for online teachers: What works and ...RichardM_Walker
This document discusses developing sustainable staff development for online teachers. It begins by outlining the transition from emergency remote teaching during the pandemic to redesigning teaching for blended/hybrid models. It then examines some challenges of this transition, such as adapting pedagogy for online contexts.
The document proposes a spectrum of continuous professional learning and development (CPLD) needs for online teachers from new to experienced. It presents an ecological CPLD support model including personal, middle-out/program, institutional, and inter-institutional levels. Examples of CPLD strategies are given for each level, such as open educational initiatives, professional frameworks, and peer observation.
In conclusion, the document states that common successful C
Integrating deep learning skills into the curriculumLisa Harris
Slides for panel discussion at British Council / Microsoft Deep Learning Event, Kuala Lumpur, May 2015
http://www.britishcouncil.my/events/asean-deep-learning-policy-series
Presentation to the University Alliance Teaching and Learning Network Meeting by Jisc on Learning and teaching reimagined and Powering higher education
Provincial Webinar: Digital Citizenship Education in Saskatchewan SchoolsJoanna Sanders
Slides from the webinar that was held on September 30, 2015 about the release of the policy guide, Digital Citizenship Education in Saskatchewan Schools.
Global collaboration in the classroom: Meet Flat ConnectionsFlat Connections
An overview of global collaboration strategies for classroom learning. Flat Connections teacher development and global projects are reviewed.
These slides were used for an online webinar September 2014. The recording for this webinar is here: http://goo.gl/1kslWX
Renee Hobbs, Julie Coiro and Yonty Friesem talk about digital literacy and their efforts to advance the professional competencies of educators, librarians and media professionals.
Leadership for connected & global learning: Session 1 connected learning - En...Julie Lindsay
This document summarizes Julie Lindsay's presentation on connected and global learning. Some key points:
1. Julie Lindsay is a global educator who has lived and worked in several countries. She discusses connected learning, which involves being connected to others and resources to enhance learning.
2. Connected learning can take place synchronously through virtual classrooms, or asynchronously through online collaboration tools. It requires developing digital literacy and citizenship skills.
3. Effective connected learning leadership requires assessing technology skills, supporting a shift to constructionist pedagogy, and facilitating global projects to build connections between learners worldwide.
4. Examples from Flat Connections show how global debates and collaborative research projects can connect classrooms in different
Digital Scholarship powered by reflection and reflective practice through the...Judy O'Connell
Current online information environments and the associated social and pedagogical transactions within them create an important information ecosystem that can and should influence and shape the professional engagement and digital scholarship within our learning communities in the higher education sector. Thanks to advances in technology, the powerful tools at our disposal to help students understand and learn in unique ways are enabling new ways of producing, searching and sharing information and knowledge. By leveraging technology, we have the opportunity to open new doors to scholarly inquiry for ourselves and our students. While practical recommendations for a wide variety of ways of working with current online technologies are easily marketed and readily adopted, there is insufficient connection to digital scholarship practices in the creation of meaning and knowledge through more traditional approaches to the ‘portfolio’. In this context, a review of the portfolio integration into degree programs under review in the School of Information Studies led to an update of the portfolio approach in the professional experience subject to an extended and embedded e-portfolio integrated throughout the subject and program experience. This was done to support a strong connection between digital scholarship, community engagement, personal reflection and professional reflexive practices. In 2013 the School of Information Studies established CSU Thinkspace, a branded Wordpress solution from Campus Press, to better serve the multiple needs and learning strategies identified for the Master of Education programs. The aim was to use a product that replicates the authentic industry standard tools used in schools today, and to model the actual ways in which these same teachers can also work in digital environments with their own students or in their own professional interactions. This paper will review how the ePortfolio now provides reflective knowledge construction, self-directed learning, and facilitate habits of lifelong learning within their professional capabilities.
Referred published as part of the EPortolios Forum, Sydney, 2016.
2021 researchcolloqium south africa_22september2021_ossiannilsson_finalEbba Ossiannilsson
2021 Research Colloquium hosted by South African Department of Higher Education and Training Research Colloquium. My presentation on Blended learning: State of the nation
The Student Ambassadors for Digital Literacy (SADL) programme aimed to improve undergraduate students' digital and information literacy skills through peer-led workshops. Senior student ambassadors helped deliver workshops on topics like evaluating information, academic research practices, and digital identity. Evaluations found the programme improved students' skills and confidence, and benefited both participants and senior ambassadors, though some wanted more technical skills covered. Maintaining the community and scaling the programme while keeping it student-focused were noted as ongoing challenges.
The document summarizes key aspects of online education at UEBS, including:
1) The online programmes team focuses on culture change to make online education aspirational through collaborative work, high quality modules, training tutors in online pedagogy, and sharing best practices.
2) Modules are designed with active, participative learning in mind inspired by educational research, encouraging social learning and interaction.
3) Working with module developers differs from on-campus modules, with developers using digital tools and media to create asynchronous learning materials with consistent structure and style.
4) Feedback from educators and students praises the highly interactive coordination process and resources created, noting the team's professionalism and dedication.
This document summarizes a two-year project called DigiLit Leicester that aimed to develop secondary school staff's digital literacy skills. The project partnered Leicester City Council, De Montfort University, and 23 local schools. Schools implemented a self-evaluation framework to assess staff digital literacy levels from entry to pioneer. Project activities included training sessions and sharing best practices. Surveys found a statistically significant increase in staff confidence and cultural changes in schools' digital literacy approaches. The project reports provide details on the framework, activities, and impact on schools and university practices.
Dr. Timothy Gadson - Leveraging Technology in Education: Empowering Educators...Timothy Gadson
Explore the dynamic world of educational technology alongside Dr. Timothy Gadson in this enlightening presentation, "Leveraging Technology in Education: Empowering Educators and Students." Delve into cutting-edge strategies and practical insights designed to equip educators with the tools they need to effectively integrate technology into their teaching practice. Discover how technology can be leveraged to engage students, personalize learning experiences, and promote equity in education. From digital resources to innovative teaching methods, this presentation covers a wide range of topics to inspire and empower educators to harness the full potential of technology in the classroom.
Generating learning through the crowd: The role of social media practices in ...Peter Bryant
This document summarizes Peter Bryant's work using social media to support student learning at scale. It discusses challenges with traditional education being too structured versus how people naturally learn through social experiences. Social media allows for collaborative, participatory learning but raises issues around regulation and academic integrity. Bryant led a project crowdsourcing a constitution by bringing together over 1500 social media users who generated ideas, debated, voted, and collaboratively wrote an 8500-word constitution. Key challenges were building an inclusive online community and facilitating open-ended, non-linear learning at massive scale through social media. The project showed social media's potential for collective problem-solving and cultivating learning through discontinuous engagement from a diverse group of self-selecting community members
ALT presentation: Design thinking approach to strategic and pedagogical changePeter Bryant
This document discusses the need to change pedagogical approaches and reduce focus on teachers and technology in education. It argues that the focus should not be on learning, the student, or the teacher, but rather on thinking, inspiration, ideation, implementation, and collaboration. Design thinking principles of ambiguity, redesign, and tangibility can help facilitate more effective learning. Students should learn programming and be discouraged from excessive social media use so they can interact more ambitiously with the world. Academics need to help facilitate this by reducing their own social media use and helping students do the same.
#futurehappens - Challenging educational paradigms and the changing role of t...Peter Bryant
This document summarizes Peter Bryant's presentation on the changing role of learning technologists. It notes that the number of internet-connected devices now exceeds the world's population, though internet access is still not universal. It discusses tensions between new technologies and traditional pedagogies. Bryant argues that existing practices and notions of technological innovation are often pitted against each other unnecessarily. He calls for learning technologists to focus on making their institutions better through strategic, collaborative projects that stimulate change and have institutional impact.
ALT-C 2015 presentation - From the Middle OUTPeter Bryant
The document discusses tensions that arise when implementing new technologies in educational institutions. It notes tensions between supporting current systems versus innovating, between technologies and pedagogies, and between the present and future. The author argues that learners often adapt more quickly to new technologies than educational institutions can keep up. The role of the learning technologist is to help break down resistances and lead institutional change from the middle out by addressing these tensions. The author provides an example of a project they led that started small but grew to transform the curriculum by having hundreds of students produce videos for their international politics course.
Little arguments with myself: Modern pedagogy in a post-digital age (Disrupti...Peter Bryant
This document discusses disruptions to traditional models of learning in a post-digital world. It notes that institutions currently approach learning in sequential and structured ways, while modern learners are already accustomed to technology and see the online and real worlds as interconnected. The document advocates for a pedagogy focused on concepts like identity, making, play, discontinuity and authenticity to better suit today's digital learners.
Face to-face lectures are no longer appropriate in the digital age - a debatePeter Bryant
The document argues that face-to-face lectures are no longer appropriate in the digital age for three reasons: 1) The nature of knowledge and learning has changed, 2) Teaching practices have changed, and 3) The way knowledge and media are consumed has changed. It cites sources that claim lectures squander the power of crowdsourcing knowledge and that lectures are a persistent technology that has not adapted to changes in how learning occurs in the digital age.
It is my own messy chaos: New understandings of learning spaces and connectin...Peter Bryant
A keynote at the elearning 2.0 conference at Brunel University, Wednesday 23rd July 2014 by Peter Bryant, Head of Learning Technology and Innovation at the London School of Economics and Political Science, UK#
For the full blog post, please link to; http://peterbryant.smegradio.com/?p=432
The logical impossibility of Status Quo: Six disconnects that demand a digita...Peter Bryant
Paper presented at the Goldsmiths Teaching and Learning Conference, Friday 30th May 2014. The full paper can be found here...http://peterbryant.smegradio.com/?p=365
Know your product: Are MOOCs the pedagogical messiah or just a very naughyy boy?Peter Bryant
The document discusses some of the challenges and debates around massive open online courses (MOOCs). It questions whether MOOCs are a revolutionary innovation in education or just a repackaging of existing teaching methods. Some of the challenges mentioned include defining what a MOOC is, determining motivations for their creation, assessing their potential for disruption or innovation in higher education, issues of participation and inclusion, and whether comparisons between MOOCs and traditional teaching are "apples to apples." The document raises questions about evaluating MOOCs' pedagogical impact and what higher education may look like after their introduction.
Heroes and Villains - Social media (in)activity in Higher EducationPeter Bryant
Social media has the potential to transform higher education but its use remains limited. It poses challenges as people's behaviors and identities online are different, and institutions are still focused on control rather than learning benefits. However, social media can enhance learning through social interaction, collaboration, and knowledge sharing if implemented properly. The document advocates for a pedagogical approach that leverages social media's interactive and engaging qualities by focusing on questions, community, and connectivity to drive learning rather than limiting its use. Action is needed to resolve tensions and integrate social media for learning enhancement.
Start an information riot! Student led collaborative knowledge construction i...Peter Bryant
The response of higher education programmes to the transformative and creative spaces promulgated by web 2.0 and social media has been both inconsistent and intermittent, ignoring and embracing the potential for collaboration, knowledge construction and bricolage (Franklin & Harmelen 2007; Grosseck 2009). Outside the constraints of a Virtual Learning Environment and the University firewall, web 2.0 can support a deconstruction of the role of the teacher, a significant re-evaluation of the way knowledge is constructed and shared and a dramatic re-thinking of the inter-connections between learners, the crowd and their wider, separate networks in which learning can also occur (Downes 2009; O'Reilly 2003; Siemens 2005).
This case study will look at the use web 2.0 and social media in the design and delivery of the BA Professional Practice programme at Middlesex University. The programme utilised a set of enhanced literacies centred on a do-it-yourself inquiry philosophy, the application, sharing and reflection upon social experiences and the construction of professional identity, ‘for’ the practice of work, ‘at’ the practice of work and ‘through’ the practice of work (Garnett & Workman 2009; Hanley 2011; Kamenetz 2010).
This document provides an overview of developing a research design. It discusses defining a research topic and evaluating whether it is worthwhile. It also covers developing research approaches, including secondary and primary research. Quantitative and qualitative research methods are introduced. Different types of research like exploratory, descriptive, and causal research are explained. The document stresses the importance of validity and reliability in research and discusses using sampling to represent a population.
This is a set of slides looking what constitutes a professional artist...there is much conjecture about artists and their identifies. This prsentation hopes to present some of the debate
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
4. Session 1 - Introduction
Introduction
(9.30-10.50am)
Peter Bryant
@peterbryantHE
Simon Walker
@sialker
• Get to know each other
• What is Greenwich Connect?
• Project example
Digital Literacy (Dr. Mark J.P Kerrigan)
5. Why are we all here?
(getting to know you!)
9.00-9.30 Coffee and arrivals
9.30-10.50 Session 1
11.00-12.15 Debate, Evaluate, Innovate session
round 1
12:15-13.00 LUNCH
13.00-13.45 Debate, Evaluate, Innovate session
round 2
13.45-15.15 Session 3
Working afternoon tea
• What is the most interesting project/idea/practice around e-
learning that is happening in your school/unit?
• What are the best ways we as university can enhance
collaboration between students/staff in your
school/unit/discipline?
Share with each other in your small grou
6. The history of Greenwich
Connect
http://prezi.com/mfw
eb4xngjm8/greenwi
ch-connect-a-
strategy-for-
learning-innovation-
at-the-university-of-
greenwich/
7. Strategic plan aims
‘The development of e-learning and associated e-materials will support the engagement of staff and students in
high-quality, location independent learning. We will ensure high-quality social provision, learning resources,
personal tutoring and pastoral care. The university estate will continue to be improved so that it provides
flexible learning spaces supported by a robust technical infrastructure’
Where does Greenwich Connect fit
in?
Strategic plan aims
‘The development of e-learning and
associated e-materials will support the
engagement of staff and students in high-
quality, location independent learning. We will
ensure high-quality social provision, learning
resources, personal tutoring and pastoral
care. The university estate will continue to be
improved so that it provides flexible learning
spaces supported by a robust technical
infrastructure
9. What is Greenwich Connect?
It is a 3 year plan that will support the formation and growth of
networks and connections between learners, graduates,
faculty, peers, disciplines, research, community and industry.
10. Strategic plan aims
‘The development of e-learning and associated e-materials will support the engagement of staff and students in
high-quality, location independent learning. We will ensure high-quality social provision, learning resources,
personal tutoring and pastoral care. The university estate will continue to be improved so that it provides
flexible learning spaces supported by a robust technical infrastructure’
Where does Greenwich Connect fit
in?
Greenwich Connect will enhance learning, teaching and
assessment by…
• promoting sharing, access, openness and support the formation and
development of networks;
• supporting the learner to excel at work and practice;
• making learning authentic, real and practical;
• encouraging social interaction and social collaboration at all levels of
programme delivery;
• being linked by its devices, platforms, locations, sites and campuses
but not bound by them;
• recognising the power of community and interactivity to enhance
student learning;
• facilitating the development and production of inter and trans-
disciplinary content and knowledge;
• delivering learning that is supportive, interactive, innovative, creative
and engaging;
• valuing pedagogy and its role in shaping the uses of technology;
• supporting learner autonomy, personalisation and the development
and promotion of professional identity;
• making content that is open, shared, collaborative, cutting edge,
media rich, impactful and relevant
11. • Social interaction
• Social Media
• Collaboration
• Crowdsourcing
• Social construction of knowledge
• Engagement and Networks
Greenwich Connect aims to enhance learning, student
achievement and outcomes at the University of Greenwich by
supporting…
12. Key Messages
• Many Greenwich students enter the university without
a network, and leave the same way. Greenwich
Connect will support the development and growth of
these networks to enhance employability and student
achievement;
• Greenwich Connect is a vision for learning for the
university in the digital age. It will support learning
with technology into curriculum design and delivery;
• Greenwich Connect is aspirational and achievable. It
outlines project and aims for the next three years;
• It is a vision for all programmes and projects to share,
and is not led by any one school/faculty or office/unit.
13. Defining Greenwich Connect
Greenwich Graduates would…
• graduate the University with a lasting
network and the skills to maintain and
grow it;
• understand the importance of
connections in career and personal life;
• have the ability to share, collaborate,
evaluate, inquire, play, create, reflect,
personalise and interact;
• use, repurpose and share the
knowledge and skills they have
acquired;
• interact with the next generation of
Greenwich learners through their
networks;
• have acquired and applied the
Greenwich Graduate Attributes;
• continue their association with the
university after graduation.
15. Aims of Greenwich Connect
Greenwich Connect will guide and
lead the uses of e-learning to
support the development and
practices of;
• Social interaction and social
construction of knowledge
• Student employability
• Digital literacy
• Interactive, connected and relevant
curriculum
• Collaborative learning, teaching and
assessment
• Lasting connections and networks that
go beyond the period of enrolment
• Inter and trans-disciplinarity research
and content
• Innovation and creativity
• A sense of autonomy, personalisation
and an enterprise attitude
16. Personalisation
Learning spaces
Engagement
Curriculum and
research
Professional
practice
Connectivity
Key themes of
Greenwich
Connect
17. PERSONALISATION Digital identity
Personalised programmes
Individual learning journeys
A sense of autonomy
Your network of connections
LEARNING SPACES Virtual and physical
Spaces that support collaboration, connections and interaction
Open community
Linked by locations, sites and campuses but not bound by them
ENGAGEMENT Supporting social interaction
Social construction of knowledge
Collaborative and shared content
Links between disciplines
Occurring before, during and beyond graduation
CURRICULUM AND
RESEARCH
Inter and trans-disciplinary
Interactive and relevant curriculum
E-learning that is engaging, interactive and driven by pedagogy
Space to support play and experimentation
Connected to practice and work
Curious, reflective and analytical
Research informed, with research in, across and between disciplines
PROFESSIONAL
PRACTICE
Supports the development of professional identity
Develops skills for use through, at and in work
Creates a network of opportunity
Develops entrepreneurship, creativity and innovation
Develops the role of local and global citizen
CONNECTIVITY Social, professional and community
Collaborative problem solving, decision making and content creation
Linked through the university to other learners, community, industry and the globe
Develops lasting and authentic connections between all members of the community
18. Some examples of what
we are doing in Year 1
of Greenwich Connect
Working groups
• Joined up ways of linking technology use/acquisition to how our students and
staff use technology to enhance learning
• Current groups include social media, OERs and multimedia capture and
productionBest practice sharing and capacity building
• Agile resource making (open and sharable)
• Cross-faculty teams sharing practice
• Crowd-sourcing resources and expertise across the sector
Seed fund
• Equipment grants to schools targeted directly at students making, evaluating
and sharing content that they make as groups
19. Some examples of what
we are doing in Year 1
of Greenwich Connect
Learning spaces
• Reconfiguring of QA165 and QA175
Social interaction and engagement
• Investing in how to enhance our VLE to encourage students interaction,
collaboration and engagement
• A variety of projects around student-led interaction and problem solving
20. An example - Moodle
100% of programmes at the university
will have an effective VLE presence
which should include but is not limited
to;
• opportunities for the learners to share
curated and user-generated content
• opportunities for learners to interact
virtually (within the constraints of
assessment)
• the aggregation of media-rich content
from both inside and outside the
university
• the ability of learners to submit
assessment and receive feedback
electronically
Activity
• £15000 of development funding
• Formation of a VLE working group
• Adoption of aspects of GC strategy as
VLE strategy
• Lecture capture/multimedia
production/OER/social media working
groups
• Seed fund projects
21. Page 1
Greenwich Connect
Working Group
(GCWG)
Membership: School, EDU, ILS
Terms of reference: Undertakes work at a strategic level to implement Greenwich Connect, forming and supporting the critical governance
and functional structures. This group is the functional nexus between schools, ILS and EDU in terms of e-learning. Advises on strategy and
policy alignment, commissions policy, identifies priorities and plans expenditure for following academic year, takes expenditure forward to
VCG, evaluates large projects, signs off on policy/ monitors policy.
Meets 4 times a year, Officer for the group is the Manager of the GC project
Educational
Development Unit
Information and
Library Services
The EDU leads the pedagogical
activity associated with
Greenwich Connect and
manages the team comprising
faculty e-learning leaders ELT
staff, and provides the link
between the rest of the
university and GC
ILS provides the infrastructure
and support and facilitates the
development and acquisition of
tools and technologies, where
required, and works
collaboratively with EDU to
support staff
e-Learning Team
Formed from representatives
from within schools and
faculties (existing e-learning
support)
They will help align the e-
learning activity of their school
in line with Greenwich
Connect.
They will meet every 4-6 weeks
with the e-learning people
from the EDU and with others
as required. There will be no
change to their job title or
reporting.
Leader – Greenwich
Connect Project
Liaises with key stakeholders,
reports on activity, is the link
between the governance and
the ‘on-the-ground’ processes,
undertakes the evaluation of
the project against the
objectives and operates as the
front person for project.
Should come from the
establishment within the e-
learning service
User/working
groups
VLE user group
The aim of these groups is to
undertake specific tasks within
the strategy to ensure wide
consultation and engagement
OER working
group
Mobile working
group
Other working
groups
eCentre
The eCentre is the hub for
evaluative and research
informed practice on e-learning
Works closely with all
stakeholders (who, where
appropriate, should be
members of the eCentre)
Greenwich Connect Organisational Chart
Learning and Quality Committee
GC must connect with the University
TL&A strategy, and needs to be
engagement between the GCAG and L&Q
Programme and Quality Office
22. eLearning team
Terms of reference
• To share best practice between faculties and to be the hub for new ideas and projects
• To disseminate and encourage participation in calls of seed funding, research and working
groups (and to become involved in those calls themselves)
• To support the implementation of Greenwich Connect within the faculties
• To provide guidance and support for staff training on e-learning
• Take ownership of specific projects with Greenwich Connect
• To engage with the eCentre, the EDU and ILS in a collaborative way to assist in achieving
the outcomes of Greenwich Connect
23. School/Unit Member Alternate
ILS Clifton Kandler
Nadine Edwards
Richard Horner
Kirstie Adam
ADC Nicki Hirst David Watson
Education Iain Kitchener Chris Murphy
Science Richard Blackburn Mike McGibbon
Health Kathy Sullivan Lynne Jump
Business Andrew Ferrier
Nola Stair
Engineering Mark Clements Stefan Zigan
Humanities Sandra Clarke Margaret Dowie-Whybrow
NRI Erica Sheward
CMS Tony Ackroyd Ed de Quincey
EDU Tony Coombs
eLearning team
members
26. Session 2: Debate. Evaluate.
Debate: Is there a unified or
agreed position within the group
around this challenge?
Evaluate: What are the top 3
critical issues/questions for the
university (or Laban) that arise
from this debate?
Innovate: What are the top 3
possibilities/opportunities for the
university (or Laban) that arise
from this debate?
31. Session 3 – Hacking Greenwich
Connect
Facilitated by
Pippa Guard
Principal Lecturer,
Communications and
Creative Arts
Stage 1 (30 mins) –
roundtable
Stage 2 (60 mins) – Project
Hacking
Stage 3 (30 mins) –
Afternoon tea and the pitch
session
32. Projectideas
Develop projects
for the eLT
GreenwichConnect
Themes
How does the
project relate to
the themes and
aims of GC?
Makingitoperational
What
resources,inputs,
support, time and
skills are needed
to make this
project a reality?
33. • Meeting schedule (set first
meeting in second week of
term)
• How to run meetings
• Roles within the eLT
• Measures of success
• Modes of working together
• Role of alternates and how to
work together
• Dissemination into
school/faculty/ opportunities
• Reflection
Conclusions and wrap up