LEGO Bento is a practical and playful workshop to train staff within Higher Education to deploy LEGO-based activities in support of teaching and learning. The session explores delivery of LEGO-A-GO-GO; a teaching and learning variation of LEGO Serious Play methodology. LEGO-A-GO-GO is an interactive and engaging method for problem solving; regardless of discipline, learning level, or topic area. Application of the method results in a rich environment that facilitates a deep learning experience. Utilising the L·E·A·R·N framework, LAGG creates a learning model that delivers quality by placing the student at the centre of the learning experience.
Presented by Iwona Gniadek and Margarita Berezyanskaya at rEALize14, the 1st national conference for ELT professionals in Canada http://www.myenglishonline.ca/for-teachers/realize/
Dead Leaf Recycling Initiative Presentation.Rong Kang Chew
Our presentation for our GRACE 2009 Project, the Dead Leaf Recycling Initiative. By the Defence of the Leaves.
Our Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Singapore License applies to this presentation.
Please see our blog for more details:
http://2009s2b5.blogspot.com/
MyPodcast: The Project, the Technology and the PodagogyJulian Prior
A talk given at the University of Bristol's Graduate School of Education on 14/1/09 as part of the JISC Emerge 'Future Scenarios for Mobile Learning' series.
Presented by Iwona Gniadek and Margarita Berezyanskaya at rEALize14, the 1st national conference for ELT professionals in Canada http://www.myenglishonline.ca/for-teachers/realize/
Dead Leaf Recycling Initiative Presentation.Rong Kang Chew
Our presentation for our GRACE 2009 Project, the Dead Leaf Recycling Initiative. By the Defence of the Leaves.
Our Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Singapore License applies to this presentation.
Please see our blog for more details:
http://2009s2b5.blogspot.com/
MyPodcast: The Project, the Technology and the PodagogyJulian Prior
A talk given at the University of Bristol's Graduate School of Education on 14/1/09 as part of the JISC Emerge 'Future Scenarios for Mobile Learning' series.
This is the slide set for the OER & Open Licensing component of the monthly Copyright & Licensing Training provided by Stephanie (Charlie) Farley and Eugen Stoica at The University of Edinburgh.
Copyright and licensing training is an important way to build confidence, awareness, and staff skills, enabling the provision of teaching, research and information services in compliance with the law and open educational practices.
Stephanie (Charlie) Farley is the Open Educational Resources (OER) Advisor for Educational Design and Engagement. She provides the OER service and the Open.Ed website.
A presentation on using Creative Commons in the classroom, delivered to the Centro de Formacion de la Cooperacion Espanola in Guatemala in October 2008. This slideshow draws on the excellent "Creative Commons in our Schools" presentation by Mark Woolley: http://www.slideshare.net/markwoolley/creative-commons-in-our-schools/
An explanation of Creative Commons and how it can be of use to educaors. An updated version of my previous presentation http://www.slideshare.net/Jessicacoates/creative-commons-in-the-classroom-presentation
Nicola Beck, Deputy Library Services Manager & Louise Koch, Senior Assistant Librarian
PowerPoint accompaniment to the Researchers Development Programme, PAHC, MMU session on 15th November 2017.
This session focuses on copyright issues that you should be aware of during your research process. It is important to understand why copyright matters when presenting research in a thesis and/or a published article as this will inevitably involve the use of the ideas and work of others. Consequently, you should also be aware of the rights applying to your own work, and how you want others to share and re-use the content that you create.
Session Description: Join this session to explore what U.S. Copyright law has to say about video in schools. We’ll cover the major instances people use video in schools, including showing analog and digital videos in the classroom, libraries lending videos, and students/faculty using video clips for assignments. The session will end with a brainstorming session on how best to educate students and faculty on copyright.
Considering the Benefits and Challenges in Using Open Education ResourcesKeythSokol
Briefly gives general benefits and challenges to using open education resources. A final project for an online course OER 101 the content for which is from from How to Use Open Educational Resources training (http://www.openwa.org/module-1/) by SBCTC (http://sbctc.edu/), CC BY 4.0 (http://creativecommons.org/licenses/by/4.0/)
Slides from webinar presented for the community of practice covering OER, copyright/intellectual property considerations, and teaching and learning with OER.
Presented at Concordia University in Montreal, Canada - An Introduction to Educational Computing with Steven Shaw (PhD supervisor) on November 11, 2013.
This slide presentation explains the work created in virtual reality environments during a course conducted at Empire State College, SUNY. With the advent of open source islands, students were able to create virtual islands to meet their professional interests. The course design is highlighted and the students work itself is put forward in slides and in video links to the islands themselves.
Virtual Reality in Online Graduate Instruction: A Seven Year OverviewAlexandra M. Pickett
This presentation highlights seven years of integrating virtual reality into online education courses to build community, share work, create virtual conferences and poster sessions, and develop collaborative projects. A new course has students beginning to design their own complex virtual environments. Suggestions on effective virtual usage to be shared too.
http://cotecommunity.open.suny.edu/group/vr
UTS Postgraduate futures: Designing an interactive learner experience in CanvasCarmen Vallis
The Postgraduate.futures initiative at UTS co-designs postgraduate learning with academics for an interactive learner experience. At Canvascon Sydney 2018 we demonstrated some interactive solutions, developed in response to pedagogical challenges. We outlines the experience of working together on a subject, the journey and the changes that have resulted in a more interactive experience in Canvas.
Open Licensing Requirements - Unraveling the MysteryPaul_Stacey
Presentation for Faculty and Staff Workshop on Development of Online Courses and Use of NANSLO Labs
June 13-14, 2013
Boulder, Colorado
for DOL TAACCCT round 2 grantee the Consortium for Healthcare Education Online (CHEO)
This is the slide set for the OER & Open Licensing component of the monthly Copyright & Licensing Training provided by Stephanie (Charlie) Farley and Eugen Stoica at The University of Edinburgh.
Copyright and licensing training is an important way to build confidence, awareness, and staff skills, enabling the provision of teaching, research and information services in compliance with the law and open educational practices.
Stephanie (Charlie) Farley is the Open Educational Resources (OER) Advisor for Educational Design and Engagement. She provides the OER service and the Open.Ed website.
A presentation on using Creative Commons in the classroom, delivered to the Centro de Formacion de la Cooperacion Espanola in Guatemala in October 2008. This slideshow draws on the excellent "Creative Commons in our Schools" presentation by Mark Woolley: http://www.slideshare.net/markwoolley/creative-commons-in-our-schools/
An explanation of Creative Commons and how it can be of use to educaors. An updated version of my previous presentation http://www.slideshare.net/Jessicacoates/creative-commons-in-the-classroom-presentation
Nicola Beck, Deputy Library Services Manager & Louise Koch, Senior Assistant Librarian
PowerPoint accompaniment to the Researchers Development Programme, PAHC, MMU session on 15th November 2017.
This session focuses on copyright issues that you should be aware of during your research process. It is important to understand why copyright matters when presenting research in a thesis and/or a published article as this will inevitably involve the use of the ideas and work of others. Consequently, you should also be aware of the rights applying to your own work, and how you want others to share and re-use the content that you create.
Session Description: Join this session to explore what U.S. Copyright law has to say about video in schools. We’ll cover the major instances people use video in schools, including showing analog and digital videos in the classroom, libraries lending videos, and students/faculty using video clips for assignments. The session will end with a brainstorming session on how best to educate students and faculty on copyright.
Considering the Benefits and Challenges in Using Open Education ResourcesKeythSokol
Briefly gives general benefits and challenges to using open education resources. A final project for an online course OER 101 the content for which is from from How to Use Open Educational Resources training (http://www.openwa.org/module-1/) by SBCTC (http://sbctc.edu/), CC BY 4.0 (http://creativecommons.org/licenses/by/4.0/)
Slides from webinar presented for the community of practice covering OER, copyright/intellectual property considerations, and teaching and learning with OER.
Presented at Concordia University in Montreal, Canada - An Introduction to Educational Computing with Steven Shaw (PhD supervisor) on November 11, 2013.
This slide presentation explains the work created in virtual reality environments during a course conducted at Empire State College, SUNY. With the advent of open source islands, students were able to create virtual islands to meet their professional interests. The course design is highlighted and the students work itself is put forward in slides and in video links to the islands themselves.
Virtual Reality in Online Graduate Instruction: A Seven Year OverviewAlexandra M. Pickett
This presentation highlights seven years of integrating virtual reality into online education courses to build community, share work, create virtual conferences and poster sessions, and develop collaborative projects. A new course has students beginning to design their own complex virtual environments. Suggestions on effective virtual usage to be shared too.
http://cotecommunity.open.suny.edu/group/vr
UTS Postgraduate futures: Designing an interactive learner experience in CanvasCarmen Vallis
The Postgraduate.futures initiative at UTS co-designs postgraduate learning with academics for an interactive learner experience. At Canvascon Sydney 2018 we demonstrated some interactive solutions, developed in response to pedagogical challenges. We outlines the experience of working together on a subject, the journey and the changes that have resulted in a more interactive experience in Canvas.
Open Licensing Requirements - Unraveling the MysteryPaul_Stacey
Presentation for Faculty and Staff Workshop on Development of Online Courses and Use of NANSLO Labs
June 13-14, 2013
Boulder, Colorado
for DOL TAACCCT round 2 grantee the Consortium for Healthcare Education Online (CHEO)
Creating and adapting teaching materials for sharing workshop 11_march2013_up...SarahG_SS
My (introductory) half of a workshop aimed at postgraduate students interested in creating and adapting teaching materials for sharing. This presentation was to introduce the concept of open education and OERs. (Please note: I have provided links to the two videos, not embedded them, please watch them via the links.)
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!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
MARUTI SUZUKI- A Successful Joint Venture in India.pptx
LEGO Bento Training Workshop
1. 1
GIF Remixed on Photo MOSH from photo by Austin Distel on Unsplash
#Lego
#Bento
#Training
Friday 13th October 2019
Oliver Wood
Learning Innovation Associate
LicensedundertheCreativeCommons:Attribution-NonCommercial4.0International(CCBY-NC4.0)
DesignedbyOliverWoodforCoventryUniversity’sDisruptiveMediaLearningLab,2019.
2. Housekeeping
No fire alarms are scheduled.
Nearest exit is the main stairwell.
Toilets can be found at the top of the
main stairwell.
Photo by Oliver Wood for Disruptive Media Learning Lab / Coventry University is licensed under Creative Commons CC BY-NC-SA
3. Chibuzo Ejiogu
“My students couldn’t wait to get their
hands on the LEGO as soon as they
saw it in class, they absolutely loved it!
LEGO unleashes creativity, teamwork,
strategic thinking and engagement.”
Photo by Oliver Wood for Disruptive Media Learning Lab / Coventry University is licensed under Creative Commons CC BY-NC-SA
4.
5. LEGO® Serious Play
lego.com/en-gb/seriousplay
An innovative research-based process designed to
enhance innovation and business performance.
Photo by Oliver Wood for Disruptive Media Learning Lab / Coventry University is licensed under Creative Commons CC BY-NC-SA
6. Photo by Oliver Wood for Disruptive Media Learning Lab / Coventry University is licensed under Creative Commons CC BY-NC-SA
LEGO-A-GO-GO
flipped.coventry.ac.uk/lego
A light-touch variant of LEGO® Serious Play
designed by Coventry University specifically for
teaching and learning in Higher Education.
7. Photo by Oliver Wood for Disruptive Media Learning Lab / Coventry University is licensed under Creative Commons CC BY-NC-SA
1 Introduction
Introduce LEGO® as a concept.
Introduce the concept of the session and
frame the activity as a prototyping exercise
and not as a toy.
8. Photo by Oliver Wood for Disruptive Media Learning Lab / Coventry University is licensed under Creative Commons CC BY-NC-SA
2 Icebreaker
Provide a simple icebreaker to start the play.
A short non-subject related icebreaker can
help engage students and provide buy-in to
the rest of the session.
9. Photo by Oliver Wood for Disruptive Media Learning Lab / Coventry University is licensed under Creative Commons CC BY-NC-SA
3 Background
Explain the background to LEGO-A-GO-GO.
Explain how LAGG is based upon Serious
Play methodology and is well grounded in
both practice and research. Use this as a
further opportunity to buy participants into
the value of LEGO-based activities.
10. Photo by Oliver Wood for Disruptive Media Learning Lab / Coventry University is licensed under Creative Commons CC BY-NC-SA
4 Explain
Set the rules.
Explain to participants that they will be
required to build a metaphorical model based
on a question/topic to be revealed to them.
There are no right or wrong answers.
11. Photo by Oliver Wood for Disruptive Media Learning Lab / Coventry University is licensed under Creative Commons CC BY-NC-SA
5 Locate / Evaluate
Provide an open-ended question for
participants to explore.
Give participants an open-ended question/
topic open to interpretation. Provide a set
amount of time for them to build a response
and prepare a presentation back to the room.
12. Photo by Oliver Wood for Disruptive Media Learning Lab / Coventry University is licensed under Creative Commons CC BY-NC-SA
6 Articulate
Participants present their responses.
Ask participants to share their models with
the rest of the room. Think of the model as a
presentation slide - something to be used as
an aid-memoir.
13. Photo by Oliver Wood for Disruptive Media Learning Lab / Coventry University is licensed under Creative Commons CC BY-NC-SA
7 Re-Evaluate
Participants re-build their models based on
the class presentations.
Provide time for participants to re-work or
combine models to develop a more nuanced
answer in response to your chosen question
or topic.
14. Photo by Oliver Wood for Disruptive Media Learning Lab / Coventry University is licensed under Creative Commons CC BY-NC-SA
8 Naturalise
Participants re-present their responses.
Ask participants to re-present their
responses and contextualise their answers in
relation to the rest of the topic, module, or
course. Encourage participants to join the
dots between different ideas, theories and
modules to naturalise their understanding.
15. Photo by Oliver Wood for Disruptive Media Learning Lab / Coventry University is licensed under Creative Commons CC BY-NC-SA
9 Share
Participants take photographs of their
models and share to an online portal.
Provide participants with a link to an online
portal for them to collect their models
together and act as an archive of the session.
16. #BuildTime
Photo by Oliver Wood for Disruptive Media Learning Lab / Coventry University is licensed under Creative Commons CC BY-NC-SA
17. Build a metaphorical
model of the ideal student.
Photo by Oliver Wood for Disruptive Media Learning Lab / Coventry University is licensed under Creative Commons CC BY-NC-SA
19. Build a metaphorical model
of the ideal academic.
Photo by Oliver Wood for Disruptive Media Learning Lab / Coventry University is licensed under Creative Commons CC BY-NC-SA
20. #Share
GIF Remixed on Photo MOSH from photo by Austin Distel on Unsplash
builds.coventry.domains
21. Anh L.H. Tran
“In my class yesterday, I had 10 mins
left and I pulled out the Lego you gifted
and did a “quick & dirty” build and
present with 20 master students. It
went excellently and I got deep
philosophical ideas from them…. from
lego in 10 mins!!!! AWESOME!”
Photo by Oliver Wood for Disruptive Media Learning Lab / Coventry University is licensed under Creative Commons CC BY-NC-SA
22. Photo by Robothams is licensed for DMLL use.
Email: dmll@coventry.ac.uk
Call: 02477 659495
Tweet: @Disrupt_Edu
Visit: dmll.org.uk
Licensed under the Creative Commons: Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)
Designed by Oliver Wood for Coventry University’s Disruptive Media Learning Lab, 2019.
