Slides from ISD Digital Roadshow @IOE 29th June 2016, 'Digital capabilities'Moira Wright
Slide presentation from ISD Digital Roadshow @ IOE
Diana Laurillard, Professor of Learning with Digital Technologies in the London Knowledge Lab at UCL IOE
The potential of #MOOC for learning at scale in the Global South. Diana Lauri...eraser Juan José Calderón
The potential of #MOOC for learning at scale in the Global South. Diana Laurillard y Eileen Kennedy. Centre for Global Higher Education working paper series. @ResearchCGHE
'Digital bloom' is an abstract collection of digital stories which capture/reveal individual meanings of digital literacy. Users can see other people's stories and they can also add to them. During the demonstration, the participants could explore the installation, learn more about the project and would be able to add their own stories and understandings of digital literacy and create their own 'meadow'.
Jisc conference 2012
A Curated Conversation on MOOCs in the Uk held at the altMOOCsig at UCL on 27th June 2014. Contributions from various British academics including Diana Laurillard, Shirley Ellis, Frances Bell, Jenny Mackness Amy Woodgate as well as Curtis Bonk & some colleagues from the USA. Event organised by Mira Vogel. Slides still being edited & updated, last update July 24. Should be completed by 27 July 2014
Slides from ISD Digital Roadshow @IOE 29th June 2016, 'Digital capabilities'Moira Wright
Slide presentation from ISD Digital Roadshow @ IOE
Diana Laurillard, Professor of Learning with Digital Technologies in the London Knowledge Lab at UCL IOE
The potential of #MOOC for learning at scale in the Global South. Diana Lauri...eraser Juan José Calderón
The potential of #MOOC for learning at scale in the Global South. Diana Laurillard y Eileen Kennedy. Centre for Global Higher Education working paper series. @ResearchCGHE
'Digital bloom' is an abstract collection of digital stories which capture/reveal individual meanings of digital literacy. Users can see other people's stories and they can also add to them. During the demonstration, the participants could explore the installation, learn more about the project and would be able to add their own stories and understandings of digital literacy and create their own 'meadow'.
Jisc conference 2012
A Curated Conversation on MOOCs in the Uk held at the altMOOCsig at UCL on 27th June 2014. Contributions from various British academics including Diana Laurillard, Shirley Ellis, Frances Bell, Jenny Mackness Amy Woodgate as well as Curtis Bonk & some colleagues from the USA. Event organised by Mira Vogel. Slides still being edited & updated, last update July 24. Should be completed by 27 July 2014
Lightning talks: teaching and learning excellence in a digital ageJisc
Supporting academics to flip the classroom
Speaker: Fiona McCloy, instructional design consultant, Ulster University.
This session provides an overview of a training initiative developed at Ulster University to support academics to flip the classroom. It helps practitioners plan the learning design and activities; overcome challenges; share ideas and experiences; and learn about possible educational technologies to enable it.
3D modelling in teaching and learning
Speakers: Matthew Nicholls, associate professor, University of Reading
Bunny Waring, undergraduate student, University of Reading
Dr Matthew Nicholls, a classicist at the University of Reading, outlines some of the benefits of 3D digital modelling for education. He will showcase his work reconstructing ancient Rome, and teaching students to do the same, and suggest some tools and resources for those interested in having a go themselves.
Personalised learning: are you ready?
Speakers:
Ann Tilbury, academic skills manager, University of the Highlands and Islands
Scott Connor, educational development leader, University of the Highlands and Islands
Are you ready for personalised learning? This session will introduce the AToM platform highlighting key functionality and outputs. Potential impact and issues relating to its use will be explored. Live delegate feedback will be shared during the session using an online virtual bulletin board accessed via a QR code /URL.
The critical role of teachers in optimizing technologies for open learningalanwylie
Keynote presentation by Diana Laurillard, London Knowledge Lab, Institute of Education, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
What do students actually look at? Using Talis Elevate to analyse student int...Jisc
Speaker: Matt East, senior learning technologist, Anglia Ruskin University.
Talis Elevate, a new resource level analytics and collaboration tool, allows academics to easily interrogate micro level analytics at resource and student level. Using Elevate on a wide variety of courses and disciplines, we have proved/disproved a number of assumptions about student engagement and resource/feedback interaction.
The Motivate-ing project continued recording data from the JISC SWaNI Motivate Project to include full academic year findings, and created a guide to the use of SMS and other messaging services in teaching & learning.This workshops aims to share and evaluate the findings, resources and guides developed.
Jisc conference 2012
Creating Abertay University's own "Sticky Campus"
Speakers:
Alastair Robertson, director of teaching and learning enhancement, University of Abertay Dundee
Liam Hutchinson, learning enhancement coordinator, University of Abertay Dundee
This session will provide the audience with an overview of Abertay's efforts to create a new "sticky campus" through new learning spaces and embracing digital technologies that enhance students' learning and engagement. There will be particular reference to the staff development aspects of this strategic initiative.
Conversational platforms as an alternative to the LMS - the results of the Aula pilot at Ravensbourne
Speakers:
Rosemary Stott, associate dean, learning innovation, Ravensbourne
Anders Krohn, co-founder and CEO, Aula
Building on Jisc and Educause’s work on ‘next generation digital learning environments’, this presentation explores the theory and its practical implications at institutional scale. The rationale for and results of the Ravensbourne pilot of the conversational platform Aula, used as an alternative to the LMS and emails, are discussed.
A ceLTIc project webinar. The ceLTIc project shows how to enable LTI (Learning Tools Interoperability) connectors to build a flexible infrastructure.This session will discuss how the JISC-funded ceLTIc:sharing project is evaluating the use of LTI to provide a shared service for institutions interested in evaluating WebPA. It will include a demonstration of linking to the tool from Blackboard Learn 9 and Moodle, as well as how the outcomes service along with the unofficial memberships and setting extensions are being used to enhance this integration in a VLE-independent way.
Jisc conference 2012
Organisational transformation and curriculum change: turning things Jisc
Organisational transformation and curriculum change: Turning things around presented by Professor Mark Stubbs (Manchester Metropolitan University) and facilitated by Pam Parker (City University).
Jisc conference 2012
Enhancing teaching and learning through FE. BIS have funded JISC Advance to manage 32 projects throughout 2012-13 focussing on four key areas:Innovative uses of technology, Improving the learner experience, Improving efficiencies and Making better use of existing resources.This session looks at the progress two of the projects have made, and how to get involved in using the outputs.
Jisc conference 2012
Presentation that was given at the TESOL Arabia Mobile Learning Conference entitled ""M-Learning in Context :Localizing a Global Trend" 28 November 2015
at Emirates Aviation College, Dubai, United Arab Emirates. Focused on the use of a "learning community" model to help realise successful integration of mobile learning strategies across the English Writing Services Department of the University College (General Education program) at Zayed University, United Arab Emirates.
Lightning talks: teaching and learning excellence in a digital ageJisc
Supporting academics to flip the classroom
Speaker: Fiona McCloy, instructional design consultant, Ulster University.
This session provides an overview of a training initiative developed at Ulster University to support academics to flip the classroom. It helps practitioners plan the learning design and activities; overcome challenges; share ideas and experiences; and learn about possible educational technologies to enable it.
3D modelling in teaching and learning
Speakers: Matthew Nicholls, associate professor, University of Reading
Bunny Waring, undergraduate student, University of Reading
Dr Matthew Nicholls, a classicist at the University of Reading, outlines some of the benefits of 3D digital modelling for education. He will showcase his work reconstructing ancient Rome, and teaching students to do the same, and suggest some tools and resources for those interested in having a go themselves.
Personalised learning: are you ready?
Speakers:
Ann Tilbury, academic skills manager, University of the Highlands and Islands
Scott Connor, educational development leader, University of the Highlands and Islands
Are you ready for personalised learning? This session will introduce the AToM platform highlighting key functionality and outputs. Potential impact and issues relating to its use will be explored. Live delegate feedback will be shared during the session using an online virtual bulletin board accessed via a QR code /URL.
The critical role of teachers in optimizing technologies for open learningalanwylie
Keynote presentation by Diana Laurillard, London Knowledge Lab, Institute of Education, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
What do students actually look at? Using Talis Elevate to analyse student int...Jisc
Speaker: Matt East, senior learning technologist, Anglia Ruskin University.
Talis Elevate, a new resource level analytics and collaboration tool, allows academics to easily interrogate micro level analytics at resource and student level. Using Elevate on a wide variety of courses and disciplines, we have proved/disproved a number of assumptions about student engagement and resource/feedback interaction.
The Motivate-ing project continued recording data from the JISC SWaNI Motivate Project to include full academic year findings, and created a guide to the use of SMS and other messaging services in teaching & learning.This workshops aims to share and evaluate the findings, resources and guides developed.
Jisc conference 2012
Creating Abertay University's own "Sticky Campus"
Speakers:
Alastair Robertson, director of teaching and learning enhancement, University of Abertay Dundee
Liam Hutchinson, learning enhancement coordinator, University of Abertay Dundee
This session will provide the audience with an overview of Abertay's efforts to create a new "sticky campus" through new learning spaces and embracing digital technologies that enhance students' learning and engagement. There will be particular reference to the staff development aspects of this strategic initiative.
Conversational platforms as an alternative to the LMS - the results of the Aula pilot at Ravensbourne
Speakers:
Rosemary Stott, associate dean, learning innovation, Ravensbourne
Anders Krohn, co-founder and CEO, Aula
Building on Jisc and Educause’s work on ‘next generation digital learning environments’, this presentation explores the theory and its practical implications at institutional scale. The rationale for and results of the Ravensbourne pilot of the conversational platform Aula, used as an alternative to the LMS and emails, are discussed.
A ceLTIc project webinar. The ceLTIc project shows how to enable LTI (Learning Tools Interoperability) connectors to build a flexible infrastructure.This session will discuss how the JISC-funded ceLTIc:sharing project is evaluating the use of LTI to provide a shared service for institutions interested in evaluating WebPA. It will include a demonstration of linking to the tool from Blackboard Learn 9 and Moodle, as well as how the outcomes service along with the unofficial memberships and setting extensions are being used to enhance this integration in a VLE-independent way.
Jisc conference 2012
Organisational transformation and curriculum change: turning things Jisc
Organisational transformation and curriculum change: Turning things around presented by Professor Mark Stubbs (Manchester Metropolitan University) and facilitated by Pam Parker (City University).
Jisc conference 2012
Enhancing teaching and learning through FE. BIS have funded JISC Advance to manage 32 projects throughout 2012-13 focussing on four key areas:Innovative uses of technology, Improving the learner experience, Improving efficiencies and Making better use of existing resources.This session looks at the progress two of the projects have made, and how to get involved in using the outputs.
Jisc conference 2012
Presentation that was given at the TESOL Arabia Mobile Learning Conference entitled ""M-Learning in Context :Localizing a Global Trend" 28 November 2015
at Emirates Aviation College, Dubai, United Arab Emirates. Focused on the use of a "learning community" model to help realise successful integration of mobile learning strategies across the English Writing Services Department of the University College (General Education program) at Zayed University, United Arab Emirates.
This is a presentation given by Peter Shea from the "What You Should Know About Learning Analytics" NERCOMP workshop on Friday, January 22nd in Southbridge, MA.
Presents a model for building e-capability in organisations, based on our research into success factors in e-learning delivery projects in training providers and businesses.
This is the set of slides used throughout the first coalition ICT workshop held in Cape Town on the 22nd February 2011. This session was facilitated by John Thole of Edunova
The View from the Other Side - UEL Learning and Teaching Symposium 2021Santanu Vasant
A talk entitled 'the View from the Other Side' on reflections of the staff experience as we emerge from the Covid19 Pandemic on higher education, what is higher education, how can we have more joy at work etc.
Establishing A Dialogue on Strategic ThinkingSantanu Vasant
A talk given at the Higher Education Institutional Research Conference 2020 Online on Thursday 10th September orgnanised by the University of Brighton.
Planning for Pedagogy, Space and TechnologySantanu Vasant
Planning for Pedagogy, Space and Technology - a workshop delivered at the Association for Learning Technology at the University of Liverpool, 7th September 2017
Learning Spaces - the Final Frontier in Educational DevelopmentSantanu Vasant
A presentation delivered on the Learn Live Stage at BETT 2017 on Learning Spaces in Higher Education, the Challenges, Benefits and meaning to Educational Development
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Home assignment II on Spectroscopy 2024 Answers.pdf
Keele Digital Festival - Microsoft Teams for Learning and Teaching - Keynote
1. #TeamsUKEd
An analysis of Microsoft
Teams at scale: experiences
so far
Santanu Vasant
Head of the Centre for Excellence in Learning and Teaching
(CELT)
@UEL___CELT | @santanuvasant
2. Santanu Vasant
I have been working in various Academic
Development Unit roles since 2004 (Baume
and Pope, 2016) as a:
Assistant e-Learning Technologist
Learning Technology Adviser
Learning Technology Co-Ordinator
Instructional Designer
Educational Technologist
Senior Learning Technology Adviser
Head of the Centre for Excellence in Learning
and Teaching
BSc Multimedia, Technology and Design (Hons) graduate and PGCE in
ICT Secondary, UCL Masters in Educational Technology. Interested in Learning
Spaces and Learning Design. Steering Group Member HeLF, Journal Reviewer for
Research in Learning Technology and Higher Education Pedagogies
Baume, D & Pope, C (2016). Advancing Practice in Academic Development.
1st Edition. Routledge. London.
3. #makeEDUbetter
"Technology won't
replace teachers, but
teachers who use
technology will probably
replace teachers who
don’t” – Steve Wheeler
(2013)
Source: http://www.steve-wheeler.co.uk/2013/03/technology-wont-
replace-teachers-but.html
Image Source: http://www.peterbryant.org/?p=750
4. #PedagogyFirst
"Pedagogy first – Before
selecting your new technology
for interacting and/or
communicating with the
learners, be sure that you fully
understand your educational
goal.” (Mason and Rennie, p51,
2008)
Mason, R.M & Rennie, F (2008). E-Learning and Social Networking
Handbook. Routledge. London.
5. #LearningDesign
"The new field of Learning
Design seeks to develop a
descriptive framework for
teaching and learning activities
(“educational notation”), and to
explore how this framework can
assist educators to share and
adopt great teaching ideas.”
(Dalziel et al, 2016)
Dalziel, J., Conole, G., Wills, S., Walker, S., Bennett, S., Dobozy, E., Cameron,
L., Badilescu-Buga, E. and Bower, M., 2016. The Larnaca Declaration on
Learning Design. Journal of Interactive Media in Education, 2016(1), p.7.
DOI: http://doi.org/10.5334/jime.407
6. Hitting the right
keynote
Lawrie Phipps pointed me to Dr Donna
Lanclos’s blog post on Keynote Typologies.
She says keynotes are one or a mixture of:
The Provocateur
The Campaigner
The Persuader
The Entertainer
The Reporter
The Guru
The Seller
Source: https://www.donnalanclos.com/a-
typology-of-keynotes/
7. Aims of the
Keynote
The aims of this keynote are:
To give you a pedagogic rationale of why
you may use Teams (or not)
To give you UEL’s experiences of
deploying Teams at scale
Our lessons learnt so you don’t make the
same mistakes
Our next steps, on our journey with Teams
and using it with other Educational
Technologies
10. #TeamsUKEd
The overview…
Why use
Technology?
What was the
pedagogical
rationale /
need?
Why Microsoft
Teams for
Learning and
Teaching?
Which modules
did we pick and
why?
Who were our
key
stakeholders
and roles
What are our
experiences?
How did we
train staff?
What barriers
did we face with
Microsoft
Teams?
What have staff
and students
said of Teams
so far?
Lessons
Learnt?
Planning
Training
Evaluation
Our next
steps?
Planning
Training
Evaluation
11. Timeline so far…
December
2018
University
Stakeholder
Discovery
Day
February
2019
Microsoft
Team Project
starts
April 2019
Pilots in
Graphic
Design and
Psychology
June 2019
Training with
Level 3 and 4
Stakeholders
starts
July 2019 –
September
2019 Training
continues
September
2019
Mental
Wealth Day
September
2019
Teams for
Level 3 and 4
created
October
2019
Use of
Teams in 26
modules to
date
12. Institutional
Perspective
Mental Wealth Development Day, September 11th 2019 organised by Andy Rees
(Director of Learning and Teaching, College of Arts, Technology and Innovation),
Greg Price (Head of Learning and Developlment and myself.
14. #TeamsUKEd
Pedagogical Rationale
Background to the use of Microsoft Teams at the University of East London
was a new academic framework (20 credits, with a ‘Mental Wealth’ module at
each level.
• The University is a careers focused University, the new University Executive Board,
decided that a graduate attributes model should be mandatory at all levels of
teaching.
• This rationale was based on the OECD Learning Framework 2030, which looks at skills
needed as the world changes.
• By having the Mental Wealth modules at each level, the introduction can be
measured
• The ultimate aim is to make skills and project based learning explicit for our students
15. Why Microsoft
Teams?
Microsoft Teams is a business communication
tool, for keeping in touch on a project, with a
team etc (the shop window of Office 365 for
Business).
Firstly, it was part of the Office365 (no additional
cost), so it had the integration with Outlook etc
It’s more likely students may use it in the world
of work than Moodle, Blackboard or Canvas.
There was good platform support (Web, Desktop
App, Tablet and Mobile)
There was Moodle integration, plus connectors
available for other tools
16. #TeamsUKEd
Which Modules and why?
The ‘Mental Wealth’ module at Level 3 and 4 were selected for the first phase
of implementation of Microsoft Teams.
• The reasons for these modules is they are the most distinctive feature of the new
academic framework and where skills and competencies are taught in a project
based way
• There are 60 Mental Wealth Level 3 and 4 modules. There are 26 running in Term 1.
• Some course are also using Microsoft Teams for Teaching and Learning (like Positive
Psychology, Graphic Design), in addition to our other educational technologies.
17. #TeamsUKEd
An analysis of Microsoft Teams at Scale
0
100
200
300
400
500
600
MicrosoftTeams for Learning and Teaching at the University of East London –
September 1st - October 30th 2019
Messages ActiveChannels ActiveUsers
18. #TeamsUKEd
N.B. One of the Live Modules. The
template for all Mental Wealth
modules has Careers Centre,
Moodle, Study Skills and Library
and Learning Services
21. Who were the key
stakeholders and
roles ?
The key stakeholders were the 60
academic staff, their students, IT, CELT
and Mental Wealth Champions.
We had a core Mental Wealth team with
A Project Manager
A Business Sponsor
Technical Adviser
Business Adviser
The core team met regularly to discuss the
Mental Wealth Project.
22. #TeamsUKEd
What are our experiences?
How did we train staff?
What barriers did we face with Microsoft Teams?
What have staff and students said so far?
23. #TeamsUKEd
How did we train staff?
We had to train approximately 60 academic staff, from February 2019
onwards.
We used a mixture of training modes, materials and delivery.
Face to face training (with individuals and with teams and whole departments)
Microsoft Bootcamps (March, July and October 2019)
Online materials from Microsoft (curated in a self-enrol module on Moodle) and a SharePoint page.
A few bespoke materials designed in-house (giving the big picture and the minimum use that was
expected)
The training was split into 2 types – functional (how to use feature X) vs the how to
make best use of learning and teaching – the former done by IT (and self-help) and
the latter by CELT.
24. #TeamsUKEd
Some resources used for Training…
Sources:
https://teamsdemo.office.com/
https://docs.microsoft.com/en-us/microsoftteams/resources-teams-edu
https://education.microsoft.com/courses-and-resources/resources/microsoft-teams-
university
N.B. The LinkedIn Learning
version used for training is Teams
for Business, a little different to
Teams for Education.
25. #TeamsUKEd
What barriers did we face with Teams?
We are using Microsoft Teams at a quiet a large scale during the initial
rollout. We did find things didn’t quite work as we thought and some features
still missing.
Teaching with Teams is a shift for academic staff.
Staff are used to the VLE (Acquisition, Laurillard, 2012) mode of delivery – the VLE as the dumping
ground of files.
Teams is a more constructivist tool (Collaboration, Laurillard, 2012) type of teaching – co-
constructing meaning of topics.
Microsoft Teams is not yet a Virtual Learning Environment (no Turnitin integration, no
SCORM, no private channels, lacking in quizzing and assessment). However, as an
addition to a VLE it’s worth using, if it fits your learning design.
Laurillard, 2012 Learning Types, ABC Learning Design https://abc-ld.org/6-learning-types/
26. #TeamsUKEd
Question: What have been
the experiences to Teams
in your organisation?
Answer at: http://www.menti.com
Enter: 76 26 10
27. #TeamsUKEd
What have staff and students said so far?
Largely, staff and students have been positive about Microsoft Teams, as the
two case studies at the beginning highlighted. Below are some of the
emerging staff feedback.
“I need someone to teach the students as I am not yet confident. The year
has been too busy and I just have not had time to practice Teams-the
timescale was unrealistic to expect a tutor to use and teach Teams if they
were no already familiar”
“I have introduced the students to it. I have put up material on the Team
for them to access. Some have written to me. My plan is to keep inviting
them at various points through the academic year.”
We are using Teams a collaborative space for the major group work in the module. Teams is
fine to do this and I have set up templates for students to use etc, but support is need in the
use of OneNote as a delivery mechanism for content - it doesn't appear to have the same
clarity and access that Moodle offers. And I can't see it really replacing it. More
development work needs to be done on this area - particularly when you are dealing with
large cohorts 150 plus.
29. #TeamsUKEd
Lessons learnt in Planning, Training and
Evaluation.
There were many things we could have done differently. Some things were
not the decisions of the Project Team. These are a few lessons learnt.
• We needed a full time Project Manager from the start. Someone who’s sole
responsibility was to manage this big ticket priority.
• We could have had longer for the pilots, learnt lessons and then had a ‘Universal
Design for Learning’ (Toolkit) ready for Level 3, 4 and 7.
• We needed to create Teams asap, not rely on IT.
• We should have worked on integration sooner (but the speed of SITS-Teams
integration was 2 days!)
• We should have had more pulse checking (control measures) sooner.
31. #TeamsUKEd
Next Steps in Planning, Training and
Evaluation.
The Mental Wealth and Microsoft Teams Project continues with Term 2
rollout with lessons learnt from Term 1.
We plan to do the following as a results of lessons learnt:
Have a more structured approach to managing the next phase of the Project
Quickly get feedback from academic staff and students so things can be fixed if needed
Continue to develop online learning and facilitation resources with local lessons learnt.
Continue to case study good practice and link to Scholarship of Learning and Teaching Research
Look at connectors and features to see if we can tweak anything
Our students need to be taught how to learn in this different way (Martin and Tapp, 2019)
Continue to communication with the organisation about how project and skills based education and
the tools we use are central to our new Vision 2028.
Martin, L., & Tapp, D. (2019). Teaching with Teams: An introduction to teaching an
undergraduate law module using Microsoft Teams. Innovative Practice in Higher Education,
3(3). Retrieved fromhttp://journals.staffs.ac.uk/index.php/ipihe/article/view/188
32. #TeamsUKEd
Question: What is one thing I
have not covered that you
want to know more about?
Answer at: http://www.menti.com
Enter: 76 26 10
33. #TeamsUKEd
Thank you for listening.
Questions?
Santanu Vasant, Head of the Centre for Excellence in
Learning and Teaching (CELT)
@UEL___CELT | @santanuvasant