There is no one right way to use technology to underpin the curriculum. The range of possibilities can make it difficult for practitioners to know where to start, but as universities and colleges adapt to the new normal of teaching in hybrid environments support is needed to ‘get it right.’
There will be challenges, but you can overcome these if time and resources are directed at the right things. There are lots of misunderstandings about what it means to use technology to support teaching, learning and assessment. Academic staff need to approach the challenge with an awareness of those misconceptions as well as with a critical and creative mindset.
This webinar will showcase examples of how universities and colleges are currently adapting to provide flexible approaches to learning using digital. The focus will be on what lessons we have learned over the last six months and how we can make online learning a transformative experience for learners, rather than a deficit model.
Learning and teaching reimagined - how are student needs changing?Jisc
Presentation slides from our first learning and teaching reimagined series, which focused on how student needs are changing.
The rapid move to online learning brought about by COVID-19 has caused profound changes to higher education and the student experience.
But how much do we really know about the needs of our students? On what evidence are we basing these views? Even if we are confident that we do have a full and accurate picture of these needs, what difference is it making to our planning and decision making?
As part of our learning and teaching reimagined programme with UUK, Advance HE and Emerge Education, this webinar provided the opportunity to share your own understanding of your students’ needs and to hear those of others – not least from students themselves.
It explores the value of different types of evidence and, crucially, how to then build on this insight to ensure that the student voice permeates through, and plays an active role in, influencing your strategic planning.
Learning and teaching reimagined, a new dawn for higher education?Jisc
Learning and teaching reimagined is a sector-wide initiative that launched in June in response to the rapid move to online learning and teaching. This webinar will mark the launch of the initiative’s flagship report which brings together the last five months of research and engagement with leaders from universities across the UK and partner sector bodies.
Equipping students for the digital workplace: embedding digital capabilities ...Jisc
"Students need opportunities to develop digital skills throughout their educational journey, ensuring that they are equipped for the increasingly digital workplace." - Sir Ian Diamond
Teaching staff are facing increasing demands to do more than use digital technology to improve pedagogy. The challenge now includes anticipating the digital capabilities that students will need in their future workplace and preparing them to thrive in that rapidly evolving environment.
Through our experience of delivering the building digital capability service and related courses we are developing an awareness of different approaches and mechanisms being used to embed digital capability in the curriculum. Some examples are generic in that they can be applied across the whole organisation whereas others are highly specialised and subject specific.
A presentation by Shri Footring, senior data product owner – data and digital capability, Jisc
Learning and teaching reimagined - how are student needs changing?Jisc
Presentation slides from our first learning and teaching reimagined series, which focused on how student needs are changing.
The rapid move to online learning brought about by COVID-19 has caused profound changes to higher education and the student experience.
But how much do we really know about the needs of our students? On what evidence are we basing these views? Even if we are confident that we do have a full and accurate picture of these needs, what difference is it making to our planning and decision making?
As part of our learning and teaching reimagined programme with UUK, Advance HE and Emerge Education, this webinar provided the opportunity to share your own understanding of your students’ needs and to hear those of others – not least from students themselves.
It explores the value of different types of evidence and, crucially, how to then build on this insight to ensure that the student voice permeates through, and plays an active role in, influencing your strategic planning.
Learning and teaching reimagined, a new dawn for higher education?Jisc
Learning and teaching reimagined is a sector-wide initiative that launched in June in response to the rapid move to online learning and teaching. This webinar will mark the launch of the initiative’s flagship report which brings together the last five months of research and engagement with leaders from universities across the UK and partner sector bodies.
Equipping students for the digital workplace: embedding digital capabilities ...Jisc
"Students need opportunities to develop digital skills throughout their educational journey, ensuring that they are equipped for the increasingly digital workplace." - Sir Ian Diamond
Teaching staff are facing increasing demands to do more than use digital technology to improve pedagogy. The challenge now includes anticipating the digital capabilities that students will need in their future workplace and preparing them to thrive in that rapidly evolving environment.
Through our experience of delivering the building digital capability service and related courses we are developing an awareness of different approaches and mechanisms being used to embed digital capability in the curriculum. Some examples are generic in that they can be applied across the whole organisation whereas others are highly specialised and subject specific.
A presentation by Shri Footring, senior data product owner – data and digital capability, Jisc
Engaging students by closing the feedback loopJisc
Anish Bagga presented the findings, best practices,and potential consequences of an ineffective feedback system and how Unitu has discovered a great way to close the feedback loop. Delivered at the Learning and teaching practice experts group on 22 April 2015
A presentation sharing the findings from our 2020 student digital experience insights surveys together with an overview of our new questions for the 2020-21 surveys of students, teaching and professional services staff and researchers.
The session will offer opportunities for colleagues to share their experiences of how students are adapting to the changes bought about by the pandemic.
By Ruth Drysdale, senior consultant - data and digital capability, Jisc and Sarah Knight, head of data and digital capability, Jisc
These PechaKucha style presentations (20 slides at 20 seconds each) from attendees at the event will focus on how they have implemented digital capabilities to enhance learning and teaching at their institutions.
With contributions from:
Julian Bream, Westminster Kingsway College
Lynn Danzig, College of North West London
John Hindmarsh, Westminster Kingsway College
Wendy Peskett, Google certified trainer
Joanna Teague, Oaklands College
Paulo Ribeirinho, product manager for Office 365 Education
Challenges faced by universities in online education - EMEA Online Symposium ...Studiosity.com
Neil Mosley of Cardiff University examined some of the challenges universities face in online education, with a focus on what to change, think and do differently.
Neil’s three key suggestions for universities to consider for the next academic year were:
- Invest and invest wisely in people and technology
- Seriously consider forming partnerships
- Don’t delay!
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Roundtable: How can education providers improve the employability prospects o...Jisc
This roundtable invites you to listen and share examples of effective practice in your organisation regarding how peers have approached employability from the perspective of:
- What does the employment market look like?
- What does an ‘employable learner’ look like?
- How can educators incorporate relevant employability skills into the curriculum?
- How can technology for employability be embedded into course delivery?
- How to ensure organisational support for employability?
This event was held on 9 June 2021.
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.
Digital education at Manchester Metropolitan University: responding to the gl...Jisc
A presentation from our joint building digital capability and digital experience insights community of practice event May 2021.
Presented by Professor Helen Laville, provost, Kingston University and Professor Mark Stubbs, assistant director, learning and research technologies (LRT), Manchester Metropolitan University.
Crossing the threshold: moving e-portfolios into the mainstream - Jisc Digita...Jisc
Since 2002 Jisc has been exploring the use of e-portfolio processes, pedagogies, tools and technologies in a range of learning contexts. Here in this workshop we will showcase the findings and key resources from this body of work, with a focus on the results of Jisc-funded research into e-portfolio implementation at scale, including the ‘threshold concept’ model of e-portfolio implementation, and findings of a subsequent study exploring the critical success factors for implementation.
A range of resources will be shared for participants to engage with, including the ‘e-Portfolio Implementation Toolkit’, which aims to enable others to understand issues around implementation and identify case studies that are most relevant to a their contexts; and video case studies showcasing rich examples of practice. Experience from a recent implementation story using the toolkit will be shared.
Link into your professional network - Jisc Digifest 2016Jisc
This session will explore how helping teachers to build confidence in their own technical and professional networking skills, showing teachers how to use and become proficient with LinkedIn and how to transfer those skills to students can lead to employment for students.
The session will show case the Learning Futures/Education and Training Foundation funded resources for the FE and skills sector that its is anticipated may be embedded into a future Jisc service that is currently in the R&D phase.
Curriculum design, employability and digital identityJisc
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Build your own university app in under an hour - Jisc Digifest 2016Jisc
In this hands-on workshop, Justin Lamb will demonstrate how the Guidebook's platform is helping higher education institutions around the world to increase student engagement by deploying apps for events ranging from orientation and graduation, to departmental meetings and alumni events. In addition, each attendee will be able to create their own mobile guide which can be downloaded directly to their personal device.
Engaging students by closing the feedback loopJisc
Anish Bagga presented the findings, best practices,and potential consequences of an ineffective feedback system and how Unitu has discovered a great way to close the feedback loop. Delivered at the Learning and teaching practice experts group on 22 April 2015
A presentation sharing the findings from our 2020 student digital experience insights surveys together with an overview of our new questions for the 2020-21 surveys of students, teaching and professional services staff and researchers.
The session will offer opportunities for colleagues to share their experiences of how students are adapting to the changes bought about by the pandemic.
By Ruth Drysdale, senior consultant - data and digital capability, Jisc and Sarah Knight, head of data and digital capability, Jisc
These PechaKucha style presentations (20 slides at 20 seconds each) from attendees at the event will focus on how they have implemented digital capabilities to enhance learning and teaching at their institutions.
With contributions from:
Julian Bream, Westminster Kingsway College
Lynn Danzig, College of North West London
John Hindmarsh, Westminster Kingsway College
Wendy Peskett, Google certified trainer
Joanna Teague, Oaklands College
Paulo Ribeirinho, product manager for Office 365 Education
Challenges faced by universities in online education - EMEA Online Symposium ...Studiosity.com
Neil Mosley of Cardiff University examined some of the challenges universities face in online education, with a focus on what to change, think and do differently.
Neil’s three key suggestions for universities to consider for the next academic year were:
- Invest and invest wisely in people and technology
- Seriously consider forming partnerships
- Don’t delay!
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Roundtable: How can education providers improve the employability prospects o...Jisc
This roundtable invites you to listen and share examples of effective practice in your organisation regarding how peers have approached employability from the perspective of:
- What does the employment market look like?
- What does an ‘employable learner’ look like?
- How can educators incorporate relevant employability skills into the curriculum?
- How can technology for employability be embedded into course delivery?
- How to ensure organisational support for employability?
This event was held on 9 June 2021.
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.
Digital education at Manchester Metropolitan University: responding to the gl...Jisc
A presentation from our joint building digital capability and digital experience insights community of practice event May 2021.
Presented by Professor Helen Laville, provost, Kingston University and Professor Mark Stubbs, assistant director, learning and research technologies (LRT), Manchester Metropolitan University.
Crossing the threshold: moving e-portfolios into the mainstream - Jisc Digita...Jisc
Since 2002 Jisc has been exploring the use of e-portfolio processes, pedagogies, tools and technologies in a range of learning contexts. Here in this workshop we will showcase the findings and key resources from this body of work, with a focus on the results of Jisc-funded research into e-portfolio implementation at scale, including the ‘threshold concept’ model of e-portfolio implementation, and findings of a subsequent study exploring the critical success factors for implementation.
A range of resources will be shared for participants to engage with, including the ‘e-Portfolio Implementation Toolkit’, which aims to enable others to understand issues around implementation and identify case studies that are most relevant to a their contexts; and video case studies showcasing rich examples of practice. Experience from a recent implementation story using the toolkit will be shared.
Link into your professional network - Jisc Digifest 2016Jisc
This session will explore how helping teachers to build confidence in their own technical and professional networking skills, showing teachers how to use and become proficient with LinkedIn and how to transfer those skills to students can lead to employment for students.
The session will show case the Learning Futures/Education and Training Foundation funded resources for the FE and skills sector that its is anticipated may be embedded into a future Jisc service that is currently in the R&D phase.
Curriculum design, employability and digital identityJisc
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Build your own university app in under an hour - Jisc Digifest 2016Jisc
In this hands-on workshop, Justin Lamb will demonstrate how the Guidebook's platform is helping higher education institutions around the world to increase student engagement by deploying apps for events ranging from orientation and graduation, to departmental meetings and alumni events. In addition, each attendee will be able to create their own mobile guide which can be downloaded directly to their personal device.
Negotiating meaning, negotiating place: Peer learning and student participati...Keith Kirkwood
Presentation for the 6th Canadian Learning Commons Conference, May 7-9, Calgary Alberta, about peer mentoring programs in the learning commons of Victoria University in Melbourne Australia.
2021 researchcolloqium south africa_22september2021_ossiannilsson_finalEbba Ossiannilsson
2021 Research Colloquium hosted by South African Department of Higher Education and Training Research Colloquium. My presentation on Blended learning: State of the nation
Evolution of DE at UoM....and Future PerspectivesM I Santally
This PPT highlights the experience of the UoM in terms of DEOL and how the concept evolved throughout the years. It was presented at the UOM Research Week.
Universal Access to Knowledge through Quality Learningicdeslides
Plenary presentation at ICT in Education Conference, Qingdao, China 23 - 25 May 2015. Follow up of the Incheon Declaration. Education 2030: Equitable and inclusive quality education and lifelong learning for all by 2030.
Transforming lives through education.
The iCentre at Iona Presentation College has, through its integrated information literacy plan created a dynamic program that merges information literacy, study skills and critical and creative thinking into an holistic program that aligns with the new Australian Curriculum. Through the “Inspired Learning at Iona” website this initiative attempts to ensure that every student in the school not only receives ongoing opportunities to master skills and knowledge considered essential for 21st century learners but also develops the cognitive and affective predispositions towards learning, personal development, self efficacy and accountability.
Level the Playing Field for Employability Skills in Communities Using Adventure-Based Learning
Inclusive Excellence (IE) is the recognition that a community or institution's success is dependent on how well it values, engages and includes the rich diversity of students, staff, faculty, administrators, and alumni constituents.
Junell McCall, CWDP, M.S., M.Ed.
Associate Director, Office of Career Services
Learning Experience Designer, Trans-Disciplinary Data Scholars Development Program
Bethune-Cookman University
Raphael Isokpehi, Ph.D
Director, Trans-Disciplinary Data Scholars Development Program
Bethune-Cookman University
Wrapped MOOCs: What is being valued and reused?Andrew Deacon
Universities have been keen to explore innovative technologies to reach wider audiences and share some of their teaching and research globally. Massive Open Online Courses (MOOCs) are an example, having open enrolments and generally offering free access to course materials. These initiatives contribute to broadening of traditional forms of dissemination and support a wider learning community. Investigating how other educators see such opportunities including the possible reuse of these open courses in their own teaching spaces offers insights to how MOOCs initiatives and university outreach efforts are being valued. Educators might be asking their on-campus students to participate partially or fully in a MOOC and then they may supplement this online learning experience with classroom activities. As MOOCs are designed to function as standalone courses, how another educator incorporates a MOOC with their face-to-face course design to develop a blended learning experience involves further design and pedagogical choices. This approach is often referred to as “wrapping a MOOC”. The research sites of this study are cases where educators have been wrapping MOOCs that were created as part of the UCT MOOCs Project. We have engaged with educators involved in wrapping MOOCs, both outside the university and within the university through strategies such as informal courses or meetups. The intention of the research is to characterise the different forms of wrapping and their purposes. The research will draw on this characterisation and relate it to open practices and learning design that informed the course development. This analysis helps question some original MOOC design assumptions and identifies what could be changed to support wrapping, especially with regards to course structures and their features.
Presented at HELTASA 2017, 21-24 November, Durban, South Africa
http://www.ched.uct.ac.za/perspectives-south-african-mooc-takers-understanding-transitions-and-out-learning-and-work
Examining the practicalities of accessibility and inclusion in post-pandemic ...Frederic Fovet
The push for extensive online teaching and learning had begun well before the COVID pandemic and the online pivot, but the last three years have dramatically intensified the reflection around what Education 4.0 might look like in the post-secondary. Consensus appears to privilege hybrid and blended learning as the format which is most likely to optimally meet the needs of learners in coming decades. Lessons from the three years of pandemic disruption have been rich and nuanced in this respect. Within this phenomenal momentum of pedagogical creativity and innovation, however, the situation in relation to accessibility and full inclusion of all diverse learners has been ambivalent, and the experiences of diverse students have been contradictory. This session showcases the qualitative analysis of phenomenological data collected among accessibility and inclusion specialists within higher education – faculty and support staff - regarding the challenges and opportunities encountered during these transformative three years. The theoretical paradigm within which this data is showcased and analyzed is interpretivist, but the work also acknowledges preoccupations of critical theory/ critical pedagogy. The discussion that emerges from these findings will focus on the ways these pandemic lessons on inclusive teaching and learning can now serve as an exceptional window to proactively frame smart pedagogies of the future that leave out no stakeholders. The final section of the session examines ways to integrate these pandemic lessons to generate sustainable best practices for accessibility and inclusion in transformative blended learning spaces, that succeed in going beyond ad hoc interventions and retrofitting.
The Emergence of Open Courses: Understanding Open Education by drawing on the...Andreas Meiszner
During the past years there has been a growing trend within traditional education to ‘open up'. The case of MIT's OpenCourseWare initiative marked the start of the Open Educational Resource (OER) movement, a movement largely strategically driven on institutional levels. With this movement good quality tools and educational materials were made freely available to educators and learners throughout the globe. More recently one can observe a further type of openness within the educational domain, an openness where formally enrolled students engage with their peers at the web, resulting to an ever blurring border between the formal and the informal and providing the potential of taking further advantage of the opportunities the participatory web provides. Those attempts, unlike the OER case, seem to be more driven by individuals on a course level, but not be strategically addressed at the institutional level. This knowledge café is aimed at advancing our understanding on Open Course design by drawing on the Open Source case and recent trends in formal education.
A brief overview on open Education, the emergence of Open Courses, lessons learnt from Free / Libre Open Source Software Communities & some recent projects in this field at which we are working on.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
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.
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.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. Overview
What have we learned over the last six months?
Challenges versus potential
Member stories
Launch of the digital pedagogy toolkit
3. Presenters
• Karen Workman, assistant principal for learner experience, Coleg
y Cymoedd
• Alicia Owen, digital learning manager, Wrexham Glyndŵr University
• Dr Christopher Bonfield, TEL manager and Marie Salter, digital education
development manager and institutional MOOC lead, University of Bath
• Keith Smyth, professor of pedagogy and head of the learning and teaching
academy, University of the Highlands and the Islands
4. Introducing the Digital Pedagogy Toolkit
• Support academic staff to make
informed choices
• Provide ideas and inspiration
• Promote current approaches in
curriculum design theory
• Dispel a range of misconceptions
5. Scenario-based approach
• Scenario one: live online learning
• Scenario two: what makes an engaging course
on the virtual learning environment (VLE)?
• Scenario three: managing digital communities of
learning
14. Karen Workman
How do we support learners
who are not digitally confident
during live streamed or
asynchronous sessions?
How can they be part of a
community of practice?
17. • 90% of our students inhabit one or
more widening participation
characteristics
• 2020 – topped Times/Sunday Times
league table for Social Inclusion for
England and Wales
• More than half our students study
part-time
Wrexham Glyndŵr University
18. ALF
Active Learning
Framework
Accessible, engaging and
flexible approaches to
learning, teaching and
assessment
A Relevant
Curriculum
Great Teaching
Innovative
Assessment
Personalised
Support
Students as
Partners
WGU Strategy for Supporting
Students’ Learning and
Achievement reviewed during early
2019/2020
Active Learning
Framework (ALF)
19. Accessible Supportive
Innovative Ambitious
Health and
Wellbeing
Engagement
Prof. Claire Taylor, Deputy Vice
Chancellor, June 2020
Guiding Principles for a
re-imagined student
experience at WGU from
Autumn 2020
20. Active Learning Framework
• Core of ALF – appropriate use of
digital technologies across all aspects
of teaching, learning and assessment
(on and off campus)
• Based on Universal Design for
Learning (UDL) – flexibility in the
ways students access material,
engage with learning and show what
they know
• Support active, accessible, flexible
and inclusive practice
21. ALF Baseline principles (and
associated challenge questions)
1. Flexible and accessible learning
• Can learning activities be appropriately and inclusively accessed anytime,
anywhere, by anyone who needs to, including those with specific learning
needs?
2. Student engagement
• Do the learning activities support active and creative student engagement
and a sense of belonging?
3. Innovative, flexible and accessible assessment
• Are there a range of ways for students to demonstrate learning and
understanding?
23. • Student Advisory Group chaired by SU President involved in
consultation around ALF
• Students valuing flexible and accessible learning opportunities
• ‘@GlyndwrUni have been great…They have really taken
account of how complex life is at the moment’ – Emma VB,
(Twitter)
• More equitable - less confident students report benefitting from
e.g. breakout rooms, discussion forums - giving them a voice
Student feedback
24. Staff feedback
Neil Pickles, Associate Dean for Academic
Affairs and Quality, Faculty of Arts, Science
and Technology
‘People are really thinking
and reflecting about how
they approach teaching,
probably in a way that
they’ve never had to think
and reflect before.’
Cerys Alonso, Programme Leader
and Senior Lecturer in Applied Arts
‘The University is offering clear
support and guidance for
implementing the Active
Learning Framework and I am
excited about the possibilities
for our students and sharing
with colleagues my
experiences of taking a
practical based course online.’
25.
26. • Emma VB Tweet 6.21AM, Oct 13, 2020: https://twitter.com/burself/status/1315885447399329793
• Gradtouch (2020) ‘These are the UK’s most socially inclusive universities for 2020’. Available online at:
https://www.gradtouch.com/advice/article/content-sunday-times-good-university-guide-2020
• Heron, C. (2020) Snapshots of ALF: Staff Perspectives on ALF. Available online at:
https://glyndwr.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=de3b17d6-3000-4327-b95c-ac5900af23a4
• Jisc (2020) ‘Wrexham Glyndŵr University: values-driven approach to learning’, 10 September 2020. Available
online at: https://www.jisc.ac.uk/membership/stories/wrexham-glyndwr-university-values-driven-approach-to-
learning-10-sep-2020#
• Taylor, C. (2020) ‘Guiding Principles for a re-imagined student experience at WGU from Autumn 2020’, June
2020.
• Taylor et al (2020) ‘Leading accelerated educational development’, forthcoming.
• Wrexham Glyndŵr University (2020) Strategy for Supporting Student Learning and Achievement
• Wrexham Glyndŵr University (2020) Delivering the WGU learning blend through the Active Learning Framework
(ALF), Staff Handbook 2020-21.
• Wrexham Glyndŵr University (2020) The Active Learning Framework (ALF) Student Handbook 2020-21
References
29. Introducing the
Bath Blend
and TEL
Community of
Practice
Our CASE for the future of
Blended Learning and Teaching
at Bath
Dr Christopher Bonfield and Marie Salter, University
of Bath
33. CASE
Consistency
Students’ experience of
learning and teaching
activity is consistent and
structured across their
course and individual units.
Accessibility
Learning opportunities are
inclusive and available to all
students regardless of their
mode of study and learning
needs.
Scaffolding
Learning is explicitly structured,
sequenced, and supported to
promote the effective
development of students’
understanding and skills, with
clear opportunities to support
learning.
Engagement
Students are empowered in their
studies, with delivery focused on
embedding collaboration,
discussion, and interactive
learning activities.
34. Yes No
Do you recognise (some) of our approaches in your own
online provision?
36. Developing a TEL Community of Practice
330 Members
Cross-
Institutional
On MS
Teams
37. Pros and Cons
Staff engaging
with TEL
Staff sharing ideas
across disciplines
Staff learning
together
Yet another help
desk!
Staff using it to
“offload” their
experiences
Staff using it
instead of Google
Pro
Con
38. Changes we have made
Changes
Auto-Email on join
(from Flow) setting
out rules and tips
Locking General
Channel
Identifying Digital
Champions
Stepping-back from
responding
ourselves
39. This Photo by Unknown Author is licensed under CC BY
This Photo by Unknown Author is
licensed under CC BY
Community Tips?
40. Online Teaching:
Overcoming the challenges
20 October 2020
Keith Smyth, Professor of Pedagogy
Head of Learning and Teaching Academy
University of the Highlands and Islands
@smythkrs
Blending synchronous and asynchronous
activities to foster a sense of belonging and
to facilitate peer support
44. ‘Readiness’ during
and post COVID-19
Photo by Luis Quintero from Pexels
https://www.pexels.com/photo/grayscale-
photography-of-people-raising-hands-2014775/
45. Supporting
the immediate
transition to
online
learning for
students
Activities and spaces that could
be implemented easily across all
units and modules
Balancing and blending
opportunities to engage
synchronously and
asynchronously, both formally
and informally, with a focus on
effective ‘cohort’ support
Supporting student self-
organisation in online spaces
46. • Questions Forum
Create a discussion board titled ‘Questions Forum’ in your unit or
module space.
• Social Announcements
Create a discussion board titled ‘Social Announcements’ which
students can use to communicate with one another.
• Virtual Office Hours
Establishing at least one Virtual Office Hours drop-in session
for your unit or module each week, using whichever real-time
technology you prefer to use to engage with your students
Recommended ‘key activities’
52. Supporting social and peer
interaction online
Keith Smyth
Professor of Pedagogy
Head of Learning and Teaching Academy
Staff drop-in webinars
53. From Benchmarks for the Use of Technology in Learning and Teaching
Seminar participation
Provide a discussion forum for students
to post follow-up comments (queries,
issues that are still not clear) to that
week’s face-to-face or online seminar,
to be picked up during first part of the
next week’s lecture or seminar session.
Encourage more equal engagement in
seminars by having students take turns
(in pairs or small groups) to produce a
summary of that week’s face-to-face or
online seminar that is posted to the
learning environment, perhaps with a
follow-up question to be tackled by the
rest of the cohort.
Have students work in pairs or small
groups to design and lead online
seminars for particular topics, weeks
or units, with guidance from the
tutor on their proposed topic and
approach.
54. Developing a Sense of Belonging
• The extent to which students identify with and feel part of their
online cohort, and have opportunities to engage with one
another in relation to both their studies and also informally
• Linked to engagement, wellbeing and continuation in online
learning, as well as forging online peer connections and
networks that extend beyond the course and university
56. MENTORING
CIRCLES
• Harnessing the mentoring
scheme and HEA
Fellowship framework
• Led by the participants
• Small groups
• Confidential
• Collaborative and sharing
• Progressive – developing
ideas or practice over
several meetings
57. Topics covered
• Connecting our learners by building social and emotional
presence
• Designing activities for active and interactive online learning
• Formative and summative coursework and assessment in
Brightspace
58. • "A very friendly environment for discussion of key themes associated with
online learning and teaching. I would encourage anyone with an interest
in developing their teaching to attend."
• "We've all got experience or knowledge that can help others, even if we
don't realise it. You might surprise yourself!"
• "During a time when almost everything has moved online and a lot of
workdays are filled with back to back virtual meetings, these are the ones
I look forward to the most. I always come into them anticipating a golden
nugget find, and, funnily enough, I always leave with at least one."
• I felt quite excited to put in practice some of the techniques the mentors
shared with us!
Feedback
59. Learning and Teaching Academy at UHI
www.uhi.ac.uk/lta
@lta_uhi
Keith Smyth
keith.smyth@uhi.ac.uk
@smythkrs
Thank you
60.
61. Feedback on the digital pedagogy toolkit
• Do the descriptions of the scenarios
need reframing in any way?
• Are there any new scenarios relating
to digital pedagogy that you would
like to see added to the toolkit?
• Any other observations