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.

1. Lightning talks: teaching and
learning excellence in a digital age
6 March 2018 | ICC, Birmingham

2. Teaching and learning
excellence in a digital age
Supporting academics to flip
the classroom
Fiona McCloy, Instructional Design Consultant, Ulster university
@McCloyFiona
6 March 2018 | ICC, Birmingham

3. Context
Digital Futures
Learning Landscapes
Academic excellence
Student experience
Image source: Tom Sundström, Bambuser for Android - Live video streaming, CC BY-ND 2.0, https://tinyurl.com/yc2wtkzm

4. Training initiative
Pre-workshop activities Workshop activities
Video learning content
Quiz Discussion
Monitor engagement
Educational technology support
Plan learning design & share ideas
Review pre-workshop activitiesVLE

5. Learning designs
Learner Engagement cards
http://wiki.ulster.ac.uk/download/attachments/29557521/LearnerEngagement.pdf?api=v2
Photos
https://learning.ulster.ac.uk/bbcswebdav/courses/dev_00444/Photos.pdf
Learning designs
https://learning.ulster.ac.uk/bbcswebdav/courses/dev_00444/LearningDesigns.pdf

6. 93% (n=90) were more likely to flip (or further flip) their practice due to the training initiative.
“Great session – left me really wanting to develop my practice.”
“The pre-workshop activities highlighted the need of engagement prior to a course and heightened my
understanding…”
“It’s useful to hear new ideas, share concerns and develop thinking about how to do this better.”
“Importance of integrating assessment with the active learning”.
“It has made me think of more creative learning methods – particularly more use of IT and digital technologies
to respond to contemporary ways of learning...”
Evaluation

7. Thank you!

8. Teaching and learning
excellence in a digital age
3D modelling in teaching and learning
Matthew Nicholls, Associate professor, The University of Reading
Bunny Wearing
6 March 2018 | ICC, Birmingham

9. Teaching and learning
excellence in a digital age
Personalised learning:
Are you ready?
6 March 2018 | ICC, Birmingham

10. Link to the online virtual bulletin board:
https://padlet.com/scott_connor/73pl5m16mkxt

11. 1%

12. Our learners:
> Geographically dispersed over an area the size of Belgium;
> Busy;
> Different disciplines;
> Different abilities;
> Different learning cultures (13 academic partners)
Our projects:
> time-bound;
> additional to normal workload;
> over-estimation of learner’s current abilities
Our learning goals:
> Self-perception – learners can find it difficult to gauge their own ability
Our challenges

13. Tried and tired approaches
Copyright University of the Highlands and Islands 2018

14. The Platform

15. Platform: Ability with level guidelines

16. Platform: Resources

17. Platform: Learner profile

18. Platform: Resource download options

19. Current development activities
 Exploring effectiveness
 Running pilot – in a controlled group
 Refining platform content
 Identifying potential for further use
within the University
Microsoft Word
Bloom’s
taxonomy
Copyright
Assessing readiness tool

20. Our learners:
 Geographically dispersed over an area size Belgium
 Busy
 Different disciplines;
 Different abilities;
 Different learning cultures (13 academic partners)
Our projects:
 time-bound;
 additional to normal workload;
 over-estimation of learner’s current abilities
Our learning goals:
 Self-perception – learners can find it difficult to gauge their own ability
Meeting our challenges

21. Except where otherwise noted, this work is licensed under CC-BY-NC-ND.
Ann Tilbury
Academic skills developer
University of the Highlands and Islands
Ann.tilbury@uhi.ac.uk
Scott Connor
Educational development leader
University of the Highlands and Islands
Scott.connor@uhi.ac.uk
You have been watching…

22. Thank you!
Link to the online virtual bulletin board:
https://padlet.com/scott_connor/73pl5m16mkxt