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Working with international students as co-researchers: towards an inclusive e...Simon Haslett
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Rethinking the dissertation: avoiding throwing the baby out with the bathwater.Simon Haslett
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A broader view of undergraduate research opportunity programmes: collaborativ...Simon Haslett
Presentation by Dr Nathan Roberts and Dr Ian Mossman (Cardiff University) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Rethinking the dissertation: avoiding throwing the baby out with the bathwater.Simon Haslett
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Presentation by Jonathan Eaton (Newcastle College) at the Research-Teaching Practice in Wales Conference, 9th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Status quo vadis? An assessment of the relationship between science, educatio...Simon Haslett
Presentation by Dr Christopher House (University of Wales: Trinity Saint David, Swansea) at the Research-Teaching Practice in Wales Conference, 9th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Working with international students as co-researchers: towards an inclusive e...Simon Haslett
Presentation by Julie Wintrup and Kelly Wakefield (University of Southampton) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Rethinking the dissertation: avoiding throwing the baby out with the bathwater.Simon Haslett
Keynote workshop by Professor Mick Healey (University of Gloucestershire) at the Research-Teaching Practice in Wales Conference, 9th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett. Copyright images have been removed.
A broader view of undergraduate research opportunity programmes: collaborativ...Simon Haslett
Presentation by Dr Nathan Roberts and Dr Ian Mossman (Cardiff University) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Rethinking the dissertation: avoiding throwing the baby out with the bathwater.Simon Haslett
Handout to accompany the keynote workshop by Professor Mick Healey (University of Gloucestershire) at the Research-Teaching Practice in Wales Conference, 9th September 2013, at the University of Wales, Gregynog Hall. The accompanying slidecast presentation may be found at http://www.slideshare.net/stemwales/rethinking-the-dissertation
NCSEHE Adjunct Fellow Dr Cathy Stone (University of Newcastle) presents her work on improving student access, participation and success in higher education.
Cathy's National Guidelines for Improving Student Outcomes in Online Learning are available on the NCSEHE website: https://www.ncsehe.edu.au/publications/opportunity-online-learning-improving-student-access-participation-success-higher-education/
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Presentation by Stephen Hole in collaboration with Christopher House (University of Wales: Trinity Saint David, Swansea) and Gavin Bunting (University of Wales) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
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The event, held on 13–14 June, is bringing to Geraldton representatives from the Australia-wide Regional Study Hubs, supported by the Australian Government.
It’s time to ‘Face’ the truth. Is Facebook’s Survey Monkey a legitimate rese...Simon Haslett
Presentation by Stephen Hole in collaboration with Christopher House (University of Wales: Trinity Saint David, Swansea) and Gavin Bunting (University of Wales) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
An abridged book of different resources for the teachers of English as a foreign language. It covers areas where a novice teacher may get obstacles & needs support.
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Strengthening Academic Internet Learning (SAIL)is Gaston College’s new online quality initiative. The expectation is
that with an increased effort on online course quality and a comprehensive online student support system, student
learning will improve in online courses. In a concepts-based presentation,two Gaston College instructors will show
attendees how these SAIL standards were used to improve their online course quality. Examples will be presented
from Introduction to Computers, Web Fundamentals, Emerging Technologies and User Support&Software
Evaluation courses. Statistics will be used to show the increase in student learning outcomes from the SAIL
initiative. Attendees will get to take away the online course standards used by the college and approved by SACS.
Come SAIL with us!
Part of the requirements in GURO21 Course 1 is the crafting of one's professional development plan (PDP). This document is an example of such which contains my plans for personal and professional development which will further ripple its influence to the academe.
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Presentation by Professor Howard Riley (University of Wales: Trinity Saint David, Swansea) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
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Presented at the Research - Teaching in Wales 2011 Conference, 13th - 14th September, Gregynog Hall, Newtown (Powys)
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Authors: Associate Professor Tamuna Khetaguri, Gori Teaching University, Georgia and Professor Tony Toole, Swansea Metropolitan University
Presented at the Research - Teaching in Wales 2011 Conference 13th -14th September 2011, Gregynog Hall, Newtown (Powys)
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Presented at the Research - Teaching in Wales 2011 Conference, 13th - 14th September, Gregynog Hall, Newtown (Powys)
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Author: Molly Owens, University of Wales Newport.
Presented at the Research - Teaching in Wales 2011 Conference, 13th -14th September, Gregynog Hall, Newtown (Powys)
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Authors: Paula Strong and Ben Stanfield - Davies, Cardiff University
Presented at the Research - Teaching in Wales 2011 Conference 13th-14th September, Gregynog Hall, Newtown (Powys)
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Author: Alexandra Dobson, University of Wales Newport.
Presented at the Research - Teaching in Wales 2011 Conference, 13th -14th September, Gregynog Hall, Newtown (Powys)
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Author: Dr Helen Walkington, Oxford Brookes University.
Keynote Presentation at the Research - Teaching in Wales 2011 Conference, 13th - 14th September, Gregynog Hall, Newtown (Powys)
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
How to effectively integrate guest/visiting lecturers into HEI provision.
1. How to effectively integrate guest
/visiting lecturers into HEI provision
Dr Gavin Bunting
and Christopher House
2. Background
Lecturing at SMU as a Visiting Lecturer
Teaching a similar subject across a range of courses, modules and
year groups, only teaching the same students once or twice a year.
Lecturers based on my knowledge and experiences from my
professional career outside academia.
3. Challenges
How to get to know and identify diversity amongst the students and
adapt my lectures accordingly, including :
Prior knowledge and learning
Cultural background
Learning styles
Interpersonal and communication skills
Disabilities
Language skills
Values
Experiences
Expectations and concerns of the subject
4. Background
Action research questions:
What guidance and best practice is available for Guest Lecturers
/Visiting Lecturers and how do I integrate this into my teaching
practice?
With a particular focus on:
How can I get to know and identify diversity amongst the students
and tailor my lecture accordingly?
5. Role of Guest Lecturers
Help relate degree course content to the practical application of
learning in graduate careers
Provide contemporary experiences which help students relate
learning to real life situations.
http://writersbusinessacademy.org/guest-lecturers/
7. Literature Review
1. Identify Students’ Backgrounds and Diversity
Including: prior knowledge and learning, class dynamics, learning
objectives for the session, engage with students prior to the lecture
2. Adapt the Lecture to Suit the Audience
“Great lecturers, .....enter the room with plans, then listen carefully so
they can adapt those plans as needed”.
Yancey, (2011, p. 12)
8. Literature Review
3. Engagement of Students
A VL’s lecture can be seen as less important as they are not part of
faculty staff.
The link to learning outcomes and assessment should be made
explicit.
A Faculty member should enthusiastically introduce the VL, making
these links explicit.
The introduction should also be made virtually a week before the
lecture.
Faculty staff should ensure that VL’s lecturers are embedded in the
programme design.
Students need to feel comfortable asking questions.
Anderson, 1999; Biggs and Tang, 2007, Ament, 1990, p.20
9. Literature Review
4.
Virtual Learning Environments (VLE)
Use of VLE to engage with students before the lecture.
Accelerate openness
Get to know the students before the lecture
http://en.wikipedia.org/wiki/File
:Blackboard_logo.png
5. Ice Breakers
Enable the VL to quickly get to know the students
and for them to get to know and feel comfortable
engaging with the VL.
Link to learning outcomes
http://www.marineinsight.com/marine/types-ofships-marine/what-is-an-ice-breaker-ship/
Anderson, 1999; Biggs and Tang, 2007, Ament, 1990, p.20
10. Literature Review
6. Assessment Processes and Procedures
Key date, turnaround time for feedback, assessment criteria……
7. Role of the Full Time Academic Staff
It has been argued that Faculty staff should work with VLs to:
“co-develop, prepare and plan sessions” especially as they have a
“duty of care to ensure that the principles of good course design are
still followed”.
8. Staff Development
Feedback / mentoring support
VLs /GLs, may use lecturing as part of professional development
13. Findings
1. Engaging with Students
Difficult to get students to engage with pre lecture tasks.
It took encouragement from the Course Director to get students to
participate.
Students have preferred methods of web-based engagement, which
is not universal.
14. Findings
2. Identifying Students’ Backgrounds and Diversity
Reponses to pre-lectures tasks helped me prepare lectures at the
right level.
Conversations with Faculty staff were very useful.
Both provided a partial picture.
Important to use a variety of techniques to help build an accurate
profile of the students.
15. Findings
3. Ice-breakers
Helped me establish a good rapport.
Worked best when students had time to consider their response, or
where the answer wasn’t seen as a test.
4. Engagement post Lecture
Difficult to get engagement post lecture
Probably due to lectures not being directly linked to assessments
and because I was not based in the institution.
16. Findings
5. Success factors
Having a champion / support throughout the Faculty
Peer observation and feedback was invaluable
Adaptability
The importance of contingency material, shortcut options
and being prepared to adapt in-situ and think on your feet.
Effective communication and interaction
Being able to quickly establish a good rapport with students.
Getting the support of Faculty staff.
18. Checklist
Preparation Area
1. Identifying the
prior knowledge
and learning of the
students
Preparation Detail
a) Course / module syllabus
b) Lecture notes from previous and future lectures
c) Pre-requisites for the course
d) Core texts
e) Learning objectives /outcomes for the course / module
f) Student profiles
a) Number of students in the class
2. Identifying Class
Dynamics
3. Engagement
with the Students
prior to the lecture
b) Students' likely response to questions / interactive sessions
c) Key individuals who are likely to dominate or not-contribute
d) Preferred Learning Style
a) Circulate the biography and /or some of the key work of the Practitioner 1-2
weeks prior to the lecture
b) Pre-lecture assignment (identify activities that could be completed before the
session)
c) Is there a Virtual Learning Environment to use for engagement with the
students? Can the Practitioner have access?
d) Do the Students have a preferred method of online communication?
e) Use this engagement to help identify the prior knowledge and learning of the
students.
Check
(y/n)
19. Checklist
a) What are the learning objectives for the session? (One per contact hour)
b) How does the session link to the learning outcomes and assessment for the
module /course?
4. Developing the
Lecture
c) Ensure a Faculty member introduces the lecturer, highlighting their
expertise and making the link between their lecture and the rest of the course
explicit.
d) What ice-breakers can be used to facilitate engagement with the students?
e) How do the ice-breakers link to the learning objectives of the lecture?
f) Can the ice-breaker be part of a pre-lecture assignment?
5. Adapting the
Lecture to Suit the
Audience
a) Have a range of options available to use during the lecture
b) Contingency slides / learning material
c) Learning material that can be cut out
a) Key dates – examinations and exam boards
6. Assessment
Processes and
Procedures
b) Turnaround time for feedback & feedback procedures
c) Policies relating to extenuating circumstances,
condonement, core modules & late submission
d) Plagiarism policy
e) Assessment criteria
compensation,
21. Summary
A variety of techniques and information are needed to ensure that
visiting/guest lectures form an integral part of the degree
course, correlating with learning outcomes, assessment strategies and
sufficiently engaging students to encourage deeper learning.
It is important that Faculty members and GLs/VLs are aware of the
preparation and facilitation needed.
The VL / GL situation is of particular relevance to academics teaching
on transnational education programmes.
Editor's Notes
Action research I did into
Practical application of the theory the students were learning about.
8 key points which I will go through now.
2. Not only beforehand but also during the lecture.
Ensure students are engaged and making the most of the learning opportunties from the lecture.
Engagement with Students prior to a LectureUniversity’s VLE (Blackboard), Email, Facebook and online questionnairesIdentifying the Students’ Backgrounds and Diversitycourse documentation, conversations with faculty staffIce-breakers5 different types usedEngagement with Students post LectureForum on the University’s VLE (Blackboard), Email, FacebookEvaluation of Teaching MethodsPeer observationPersonal log
Ensure that a Faculty member highlights the need for the students to partake in pre or post lecture tasks / engagement.Where possible, link lectures and tasks to assessment.Identify the students’ preferred method(s) of communication.
Ensure that a Faculty member highlights the need for the students to partake in pre or post lecture tasks / engagement.Where possible, link lectures and tasks to assessment.Identify the students’ preferred method(s) of communication.
4. it doesn’t mean that they weren’t engaged with the subject area. Indeed, informal feedback from Faculty staff indicated that students were talking and thinking about the areas I lectured on.