An excellent presentation from Mark Feltham (@markfeltham666) and Caroline Keep (@ka81) on their use of Facebook to support their teacher ediucation course.
Dr. Aneta Hayes
Keele University,
United Kingdom
Education, Research & Development
6th International Conference
4–8 September 2015
Elenite Holiday Village, Bulgaria
www.sciencebg.net
User Experience Research - Putting Users at the Heart of Your LibraryEva Jirjahlke
Introduction to UX research in Libraries. Presented at ALISS event "Getting them in and Keeping them: Effective Practice for Libraries and Information Services" on 21st April 2016, Senate House London.
Dr. Aneta Hayes
Keele University,
United Kingdom
Education, Research & Development
6th International Conference
4–8 September 2015
Elenite Holiday Village, Bulgaria
www.sciencebg.net
User Experience Research - Putting Users at the Heart of Your LibraryEva Jirjahlke
Introduction to UX research in Libraries. Presented at ALISS event "Getting them in and Keeping them: Effective Practice for Libraries and Information Services" on 21st April 2016, Senate House London.
Dear Diary - Researching the LSE Welcome Week ExperienceEva Jirjahlke
Presentation from UXLibsII, at thestudio in Manchester, 23-24 June 2016.
The presentation is about the diary study I ran during LSE's Welcome Week in September 2015. I talk about some of my findings and the lessons I learned running such a study as a UX team of one.
The truth in consumer experiences and answers to critical business questions are hidden in key moments of behavior and emotion. This webinar shows how activity-based research accesses these critical moments, using the Revelation platform to show the ins and outs of applying this type of research to actively engage consumers for more meaningful results.
The flipped classroom brings "homework" into class time. Students get exposure first through online videos/podcasts/assigned texts, then use classroom time for higher level thinking activities like individual work, group work or paired activities. This way, the teacher is the "guide on the side" instead of the "sage on the stage".
Throughout the blended learning, the students will learn the dinosaur’s extinction efficiently and effectively with VR content. The goal of the VR module is to increase students’ motivation of learning history subject and the comprehension skills of dinosaur history. Students will watch lecture video and the simulation in the VR environment. The content is the lecture about two hypotheses of dinosaur extinction: intrinsic gradualist and extrinsic catastrophist. The students can have experience alive dinosaur right in front of them.
Another goal is fully understanding the lecture via blended learning. Through online and offline, the students can hear and feel about the dinosaur extinction. For blended learning, the students will have constructionist pedagogy to study themselves in collaborative activity and assessment section. The goal here is increasing awareness of solving the problem through the independent study so that they can enhance memorization and comprehension skills themselves. As a whole, blended learning will help to reach the goal to learn history class precisely because it supplements the drawbacks of teaching history by only technology.
Teach Smarter Not Harder Conference Presentation. The most challenging thing about teaching is figuring out where to begin. What things can you do to help your students to learn? Here are some tips to help you teach smarter not harder.
CMC3 South Spring 2016 Active Learning and Social MediaFred Feldon
How to incorporate technology, social media, flipping, and other tips and tricks to increase face-to-face and online student interaction, participation, and whole-class discussion of higher-level concepts, which profoundly change the teaching/learning process.
MML2008 Anglia Ruskin Cambridge Simon BignellSimon Bignell
A talk given at MML2008 conference at Anglia Ruskin University. Blended Learning with 3D Virtual Environments. Simon Bignell - University of Derby.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Online Implementation of AB 705 In MathFred Feldon
Third Annual Statewide California Acceleration Project (CAP) Conference 2019. Online learning is an attractive option to an ever-increasing number of diverse students. Supporting AB 705 in the online modality is a real challenge. Coastline College, with 85% purely online enrollment in math, is meeting the challenge.
The Exquisite Corpse: An Engagement Strategy That Will Rid Your Classroom of Zombies: Three strategies aimed at maximizing student engagement and cooperative learning were presented: name tents, peer-generated study guides, and the exquisite corpse.
Dear Diary - Researching the LSE Welcome Week ExperienceEva Jirjahlke
Presentation from UXLibsII, at thestudio in Manchester, 23-24 June 2016.
The presentation is about the diary study I ran during LSE's Welcome Week in September 2015. I talk about some of my findings and the lessons I learned running such a study as a UX team of one.
The truth in consumer experiences and answers to critical business questions are hidden in key moments of behavior and emotion. This webinar shows how activity-based research accesses these critical moments, using the Revelation platform to show the ins and outs of applying this type of research to actively engage consumers for more meaningful results.
The flipped classroom brings "homework" into class time. Students get exposure first through online videos/podcasts/assigned texts, then use classroom time for higher level thinking activities like individual work, group work or paired activities. This way, the teacher is the "guide on the side" instead of the "sage on the stage".
Throughout the blended learning, the students will learn the dinosaur’s extinction efficiently and effectively with VR content. The goal of the VR module is to increase students’ motivation of learning history subject and the comprehension skills of dinosaur history. Students will watch lecture video and the simulation in the VR environment. The content is the lecture about two hypotheses of dinosaur extinction: intrinsic gradualist and extrinsic catastrophist. The students can have experience alive dinosaur right in front of them.
Another goal is fully understanding the lecture via blended learning. Through online and offline, the students can hear and feel about the dinosaur extinction. For blended learning, the students will have constructionist pedagogy to study themselves in collaborative activity and assessment section. The goal here is increasing awareness of solving the problem through the independent study so that they can enhance memorization and comprehension skills themselves. As a whole, blended learning will help to reach the goal to learn history class precisely because it supplements the drawbacks of teaching history by only technology.
Teach Smarter Not Harder Conference Presentation. The most challenging thing about teaching is figuring out where to begin. What things can you do to help your students to learn? Here are some tips to help you teach smarter not harder.
CMC3 South Spring 2016 Active Learning and Social MediaFred Feldon
How to incorporate technology, social media, flipping, and other tips and tricks to increase face-to-face and online student interaction, participation, and whole-class discussion of higher-level concepts, which profoundly change the teaching/learning process.
MML2008 Anglia Ruskin Cambridge Simon BignellSimon Bignell
A talk given at MML2008 conference at Anglia Ruskin University. Blended Learning with 3D Virtual Environments. Simon Bignell - University of Derby.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Online Implementation of AB 705 In MathFred Feldon
Third Annual Statewide California Acceleration Project (CAP) Conference 2019. Online learning is an attractive option to an ever-increasing number of diverse students. Supporting AB 705 in the online modality is a real challenge. Coastline College, with 85% purely online enrollment in math, is meeting the challenge.
The Exquisite Corpse: An Engagement Strategy That Will Rid Your Classroom of Zombies: Three strategies aimed at maximizing student engagement and cooperative learning were presented: name tents, peer-generated study guides, and the exquisite corpse.
Information for teachers who are new to online. Features tips and best practices as well as useful links and videos. Information based on recent literature.
Looks at different inquiry process models, including Kuhlthau's Information Search Process and Guided Inquiry derived from it, Big 6 Skills, plus a number of others.
Easy-to-adapt approaches to creating informal learning zonesAndrew Middleton
Learning space development is notorious complex, costly and protracted. This presentation considers what can be done spatially and behaviourally to develop student belonging and becoming. It focuses on ways, often within the discipline, of creating a sense of place through the concept of non-formal learning and the idea of zones. A range of approaches are listed that are easy to implement and comparatively cheap.
The workshop explored the outcomes of a global CPD activity around a common walk augmented by the structured use of social media (a ‘#twalk’) in which all participants acted as co-producers to study the topic of digital placemaking. During the workshop we ran a #minitwalk (search for the evidence using the hashtag elsewhere). The workshop concluded with some parallel discussion activities. You can view and contribute to the google docs from the link in this presentation and you can also see a link to the #Twalk toolkit.
All or nothing: Building teaching team capacity to support the adoption of ac...Andrew Middleton
Andrew Middleton and Helen Kay
Learning Enhancement & Academic Development, Sheffield Hallam University
The workshop explored how we can better support the development of effective academic teams by recognising and acknowledging the various stages and characteristics associated with the implementation of innovative practices. Participants considered the implementation of educational development strategies aimed at developing consistently excellent learner-centred teaching across teams to improve student satisfaction. This is a challenge because innovative teachers are typically set apart from their peers as innovative champions by, for example, receiving special funding for teaching development projects or being recognised for inspirational practice individually. A shift to a learning paradigm (Barr & Tagg, 1995) is not a matter of individual excellence but is cultural. Adopting a common philosophy requires a significant commitment from all team members, although some would argue this is not attainable (Kember & Kwan, 2000).
To background this, the facilitators will report on the CPD models (Rogers, 1995; Pundak & Rozner, 2007; Herckis, 2017).they have used to move a course team towards confident and consistent use of the problem-based pedagogies associated with SCALE-UP active learning classrooms (Beichner, 2008). We will introduce the SCALE-UP method and the challenges its adoption created for the teaching team and their students. Initially driven by a sole innovator, its implementation exposed not only the imagination and strengths within the team, but the time, teaching experience and required capacity needed for the adoption of new active learning methods.
These slides are part of the Audio Feedback Toolkit. You are free to use these resources.
Further ideas, guidance and information is available in the toolkit and elsewhere on the MELSIG site.
CAFE(Consistently active, flexible and experiential) workshopAndrew Middleton
With co-presenters: Jeff Waldock; Tim Jones; David Greenfield; David Smith; Ian Glover; Sinead O'Toole; Ciara O'Hagan; Colin Beard
Participants were invited to engage with the Spaces for Learning Toolkit prior to the workshop, specifically briefing screencasts and papers about four types of student-centred active learning approaches being developed by the University’s Future Learning Spaces Academic Interest Group: SCALE-UP classrooms, Stand Up Pedagogy, Technology Enabled Learning Labs, and the Immersive Think Tank Project Space.
The need for consistent taught experiences in response to student concerns about uneven learning experiences is indisputable. However, excellent teaching is flexible, being responsive to its dynamic context including the needs of students, the curriculum, signature pedagogies (Shulman, 2005), disciplinary culture, and opportunities to situate learning (Brown et al., 1989). Good innovative academic practices engage students through active, co-operative, and challenging methods (Gibbs, 2010). However, if consistency is misread as rigidity, and teaching excellence misread as teacher-centred delivery, learning may be inadvertently re-consigned to the Instruction Paradigm (Barr & Tagg, 1995) of 19th century Industrial Age classrooms and societal demands (Scott-Webber, 2004). We must critically assess what we mean by consistently good student experiences so that our future spaces are designed to challenge and stimulate inspirational learning.
The Future Learning Spaces Academic Interest Group has successfully developed a range of evidence-informed spaces for student-centred active learning and is working closely with the University’s directorates to evaluate them and establish quality standards for benchmarking existing classrooms and other formal and non-formal learning spaces.
Using a pop-up Stand Up Classroom pedagogy, you will discover ‘whiteboard learning’ through collaborative problem-solving, mapping, listing and sorting type activities. You will experience the Stand Up Classroom and discover why it keeps you and your peers motivated. You will work in triads to tackle problems from the SCALE-UP classroom; and you will experience the methods of the Technology Enabled Learning Lab and the Immersive Think Thank Project Space. The future learning space, in its many forms, is a commitment to keep learning vibrant, meaningful, applied and connected. You will take away a good understanding of built pedagogy (Monahan, 2000) and how space, learning and teaching interconnect.
Participants are invited to become Future Learning Spaces group members.
Connecting the Curriculum with Civic OpportunitiesAndrew Middleton
Andrew Middleton, Charmaine Myers and Graham Holden
This presentation introduces the Venture Matrix scheme at Sheffield Hallam University, which has proven the value of developing applied learning methods in co-operation with schools and local businesses for over 10 years. Its central role is to develop real-world experience in the curriculum by introducing course leaders to civic ‘clients’ from schools and businesses in the region who can provide student groups with project briefs. Students address problems that matter by applying and developing their disciplinary knowledge and capabilities. It facilitates boundary crossing in which learning happens through a facilitation of mutually beneficial relationships. The Venture Matrix establishes a Third Space (Gutiérrez et al., 1999) by developing strong ties between civic partners and university students. Business ‘clients’ set learning problems for university students; students develop solutions; school pupils use the outcomes of student work. Each brings contextual factors that contribute to a rich immersive experience. We describe how this enhances learning and the development of student identities, and how it has inspired a large-scale integrated co-operative education model supporting student transition and success. Our question for participants is "Who owns learning the civic Third Space as the pupil becomes student and as the student becomes employer?"
Reference
Gutiérrez, K. D., Baquedano‐López, P., & Tejeda, C. (1999). Rethinking diversity: hybridity and hybrid language practices in the third space, Mind, Culture, and Activity, 6(4), 286-303, DOI: 10.1080/10749039909524733
A Twalk is a walk with a tweetchat. This twalk was devised to support the UK Learning Spaces Special Interest Group's first meeting which took place in Sheffield on 28th July 2017. It to the theme of Crossing Boundaries and walk structured around a series of discussion topics relating to that theme.
An outline of some of the areas of work we are undertaking at Sheffield Hallam around Future Learning Spaces. The work tends to fall into two areas:
1. student engagement and belonging
2. Student-centred active learning
Visions of the revolution: How studio pedagogy reinvents the higher education...Andrew Middleton
The principles of a hybrid learning studio
Remove hierarchy!
Autonomous and Authentic
Inductive knowledge through immersive experience
Learning-centred
Co-operative
Real world challenge and purpose
Neither formal nor informal
Experiential and Experimental
Polycontextual
Hybrid
Fluid and Adaptable
Versatile
Functional
Personal and Social
Identity and belonging
Apprentice
Communal and Networked learning
Enterprising
Private and Public-facing
Peripheral and Stage-centred
Makerspace and Immersive Thinking Space
Laboratory
Boundless
Uncertain, original, and interpreted
Open and Connected
Showcase and demonstration
Home
Constant and constantly changing
Movement and exchange
Negotiation
Navigation
Sketching and drafting
Portfolio and Performance
Accommodating the Unknown
Self-directed and Self-determined
Active and productive
Liminal and troublesome
Digital and Corporeal
Master-Apprentice
Schön’s (1985; 1987) proposition.
These cards were produced for a workshop given at the APT 2017 learning and teaching conference, University of Greenwich. They are intended to stimulate thinking about active learning and co-production in any discipline.
STUDIO FOR ALL
"studio-based learning can serve as a way for all students to learn to participate in the cultural practices of their discipline".- Schön (1985; 1987)
This is a set of cards designed to stimulate discussion about a studio-based learning paradigm. (The approach is inspired by the Vorticists and the painting is by the Voticist artist Jessica Dismore. (Apologies - the font has not travelled well). Ideas are inspired by Ray Oldenburg's idea of Third Place, and Siemen's ideas about connectivism, Schon's work on studio space, and many others
The brief presentation looks at the SCALE-UP classroom to understand structured flexible space and how this helps to understand 'portfolio space'. The context is academic CPD as a connectivist and generative learning space.
Some slides put together to support a twitter conversation - hence, they're not necessarily coherent as a standalone slideset. See other presentations here for more coherence.
From conundrum to collaboration, conversation to connection: using networks t...Andrew Middleton
Workshop for SEDA 2016
We know that networks play an important role in academic life (Moron-Garcia, 2013) especially when dealing with the “unhomeliness” (Manathunga, 2007) of life as an academic developer, working across disciplinary and professional borders. This workshop will showcase an ongoing learning space collaboration that started over a casual conversation at a network meeting sharing conundrums and developed into a wider conversation across two institutions at different stages of learning space development. Between us, we will reflect on the power of conversation (Barrett et al., 2004), practices learnt and shared and highlight the importance of building inter-professional networks within and across institutions in order to inform and guide change (Pennington, 2003). As leaders in the academy academic developers are often given the tricky institutional conundrums to solve, however the delights of our role are the opportunities to build those networks, drawing on the generosity of our various communities enabling us to ask the awkward questions (Cousin, 2013) and answer them together working as a “critical friend in the academy” (Handal, 2008).
The activity will allow us to draw on our experiences of engaging in conversations for innovation. We will reflect how our motivations and purposes are different and will change throughout a collaboration, and how we sustain or conclude our work. A number of questions will be addressed with the aim of developing further collaborations among participants, sharing knowledge and establishing that you don’t need to know what you need to know before starting the conversation:
How do you ask for help?
Who do you ask for help?
How do you build networks within and between institutions?
In this keynote for Anglia Ruskin University's Digifest 2016 I introduced the idea that a convergence of emerging digital contexts is creating a tipping point in understanding the hybrid learning space. This changes the relationships we have with our students and signals at last that digital lifewide learning shifts the balance from a teaching or content-centred paradigm to learning paradigm.
The implications are staff and students need to learning the literacies of this connectivist learning environment.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter 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.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Mark Feltham: 10 reasons why you should use social media in your teaching…
1. 10 reasons why you should use
social media in your teaching…
Mark Feltham
@markfeltham666
Caroline Keep
@ka81
Liverpool John Moores University
3rd June
#melsigljmu
@melsigHEdW rks
2. The
challenge...
• Fundamentals of Science (Year long)
• Core Module (350 students) across 6 programmes
• Large amount of statistics (traditionally ‘dry’ subject)
• 9 o’clock Monday morning
• Students didn’t know each other
• They had a range of learning styles
• The old style of teaching wasn’t working for many
students
5. How it
works…
• Closed Facebook Groups
• Semester 1 (ALL – alternate SM and
traditional)
• Set Tasks (TASKPRODS) on Facebook
• Students post work to Facebook
• Feedback to Facebook
• Semester 2 (CHOICE)
• Didactic v Creative Projects via SM
15. 2. It’s
quick and
easy to
use
• No separate login
• Uploading is easy
• Posting is easier still…
•…and instantaneous
• Mobile version is good
16. 3.
It’s a great
way for
students to
get to know
each other…
and you
• Breaks down barriers
• Builds rapport
• Sense of community
• Allows students to share
in the experience
• Promotes engagement
18. 5.
It can cater
for a variety
of different
learning
styles
• How work is set
• How feedback is given
• How students
demonstrate their
learning
• Student centric
27. 8.
Students
can decide
when THEY
want to
work
• Students can nip in and out
as often or as little as they
like (pace)
• Can work when they want
to (jobs, childcare)
• Drip-drip… keeps module
ticking over (steady learning)
• Avoids the ‘punctuated
disequilibrium ‘of traditional
timetabling
37. The students’ views
“With no limits or boundaries our imaginations went wild and loads of people
made machines (Rube Goldbergs) that went over entire rooms.
“A much more memorable way of learning statistics, because it was fun”
“Stats made so much more sense in the context of using actual data we had
collected.”
“I have thoroughly enjoyed this module as being able to carry out a project
has made learning and practicing statistics and SPSS so much easier”
“I have loved how it’s given more scope to take charge of my own work and
work under my own steam”
38. The students’ views
“I have really enjoyed it. It makes you more independent and also using
Facebook is a lot quicker with regards feedback.”
“It was awesome! Working in a group was fun as we were able to use each
other’s skills to our advantage.”
“I really enjoyed having the freedom to work on my stats in my own time...
the task set was more of a fun activity than an assignment! I feel I learned a
lot more than I would have done from lectures at 9am.”
“The Facebook module made life and the way the work needed completing a
lot easier! Relaxing, stress free and the future of university learning! “
39. 5 x rubber bands
A piece of string
Sticky tape
Scissors
2 x sheets of A4 paper
1 x sheet of graph paper
A small length of stiff black card
A piece of ‘Blutack’ (actually it’s ‘Whitetack’)
A 1p and 5p coin
A foam triangle
A piece of wire
3 x small coloured pencils
2 x cable ties
40. WORKSHOP
How to use
Social Media
to engage
your students
in creative
learning
PLEASE JOIN www.facebook.com/groups/MELSIGcreativelearningworkshop/
THANK YOU