Slides from a short presentation made by Peter Bird and Rachel Forsyth of Manchester Metropolitan University on institutional change at the University. Presentation given at the Open University hosted workshop 'Curriculum Design - Opening up the Game'.
http://cloudworks.ac.uk/cloud/view/6389
Choosing and Implementing a New LMS: Lessons Learned from St. Petersburg CollegeD2L
Evaluating, choosing, and migrating to a new LMS isn’t easy at the best of times, but it can be even more complicated when your online program is large. What are the most important factors to consider when evaluating a new LMS? What does a good implementation plan look like? How can you ensure faculty and students are not only prepared for the change, but excited about it? St. Petersburg College knows firsthand how challenging this process can be, having migrated over 2400 courses to Brightspace in 2014.
Keep It Suitably Simple: Leading scaled change management & upskilling across academia & University resources for rapid online learning deployment across 50,000 students. A presentation at the Online & E-Learning Virtual Summit. 19-20 May 2020
In this session we welcomed first time visitors to the AUA conference. This was an ideal opportunity to network with other newcomers, see what’s in store for the two days, and find out how to get the most out of the conference.
Choosing and Implementing a New LMS: Lessons Learned from St. Petersburg CollegeD2L
Evaluating, choosing, and migrating to a new LMS isn’t easy at the best of times, but it can be even more complicated when your online program is large. What are the most important factors to consider when evaluating a new LMS? What does a good implementation plan look like? How can you ensure faculty and students are not only prepared for the change, but excited about it? St. Petersburg College knows firsthand how challenging this process can be, having migrated over 2400 courses to Brightspace in 2014.
Keep It Suitably Simple: Leading scaled change management & upskilling across academia & University resources for rapid online learning deployment across 50,000 students. A presentation at the Online & E-Learning Virtual Summit. 19-20 May 2020
In this session we welcomed first time visitors to the AUA conference. This was an ideal opportunity to network with other newcomers, see what’s in store for the two days, and find out how to get the most out of the conference.
Optimization of ILL Student Employees and Resources through Departmental Cons...davidhketchum
Having merged their Circulation and Interlibrary Loan units, presenters will discuss how and why they combined their student work forces into a single group. The results will be discussed in regards to the number of personnel, materials processed, and the financial considerations. Additional discussion will review how these have impacted services, cost savings, and their influence on future performance goals. Presentation by Joyce Melvin & Michael Straatmann
The University of Hertfordshire ITEAM project reflect on the steps required to successfully roll out institutional technologies, their work has looked at voting technologies, but there are commonalities across a number of technologies.
Jisc conference 2012
Quality TEL is Quality TEL: How COVID-19 has made us learn how important this isCharles Darwin University
Cite: Sankey, M. 2020. Quality TEL is quality TEL. How COVID-19 has made us learn how important this really is. International Webinar on 'On-Line Education to Students of Higher Education; Trends, Innovation, Issues, Challenges, and Coping Strategies'. Riphah International University, Islamabad. 2 July. https://digicon.riphah.edu.pk
Preparing through partnership - Leon Smith, Szilvia Zsoldos - HO-link 2016HOlink
Donderdag 16 juni 2016
Parallelsessieronde 1
Titel: Preparing through partnership
Spreker: Leon Smith (Semestry Ltd) Szilvia Zsoldos
Zaal: Cambridge 25
Professor Sir David Watson Keynote - Higher Education and the Question of Con...johnroseadams1
A keynote speech delivered to the Widening Participation Conference 2012 'Discourses of Inclusion in Higher Education' 24-25 April 2012 www.open.ac.uk/disourses-of-inclusion
Optimization of ILL Student Employees and Resources through Departmental Cons...davidhketchum
Having merged their Circulation and Interlibrary Loan units, presenters will discuss how and why they combined their student work forces into a single group. The results will be discussed in regards to the number of personnel, materials processed, and the financial considerations. Additional discussion will review how these have impacted services, cost savings, and their influence on future performance goals. Presentation by Joyce Melvin & Michael Straatmann
The University of Hertfordshire ITEAM project reflect on the steps required to successfully roll out institutional technologies, their work has looked at voting technologies, but there are commonalities across a number of technologies.
Jisc conference 2012
Quality TEL is Quality TEL: How COVID-19 has made us learn how important this isCharles Darwin University
Cite: Sankey, M. 2020. Quality TEL is quality TEL. How COVID-19 has made us learn how important this really is. International Webinar on 'On-Line Education to Students of Higher Education; Trends, Innovation, Issues, Challenges, and Coping Strategies'. Riphah International University, Islamabad. 2 July. https://digicon.riphah.edu.pk
Preparing through partnership - Leon Smith, Szilvia Zsoldos - HO-link 2016HOlink
Donderdag 16 juni 2016
Parallelsessieronde 1
Titel: Preparing through partnership
Spreker: Leon Smith (Semestry Ltd) Szilvia Zsoldos
Zaal: Cambridge 25
Professor Sir David Watson Keynote - Higher Education and the Question of Con...johnroseadams1
A keynote speech delivered to the Widening Participation Conference 2012 'Discourses of Inclusion in Higher Education' 24-25 April 2012 www.open.ac.uk/disourses-of-inclusion
Snakes and Ladders - Curriculum Design Openings up the Gamejohnroseadams1
Slides from a short presentation given by Claire Eustance from the University of Greenwich on a resource for realising inclusive curriculum design and delivery.
Presentation given at the Open University hosted workshop 'Curriculum Design - Opening up the Game'.
http://cloudworks.ac.uk/cloud/view/6389
Bridges to Learning Lindsay Brigham and Anne Hansen (The Open University in t...johnroseadams1
Anne Hansen and Lindsay Brigham report on successful partnership work between UNISON and the OU focussed on progression into higher education for employees who are low paid, low grade and stuck in dead end occupations.
Wp symposium-he in prisonImproving access and support for Higher Education in...johnroseadams1
OU courses in prison have been a lifeline for reluctant, disaffected and rejected learners for nearly 50 years but the barriers are now bigger than ever. In this session researchers, tutors, course teams and Offender Learning managers come together to bring you the latest research and innovative practice (technological and off-line) from across the University. Join us to discuss how we can share the good practice, improve access and support for HE in prisons (and beyond) for another 50 years, and encourage a Widening Participation agenda which includes all of society, whatever their impediments.
Louise Morley - Imagining the Inclusive University of the Futurejohnroseadams1
A keynote speech delivered to the Widening Participation Conference 2012 'Discourses of Inclusion in Higher Education' 24-25 April 2012 www.open.ac.uk/disourses-of-inclusion
Reflecting on a 29 year career with Manchester Metropolitan University to present a case for becoming a Principal Fellow of the Higher Education Academy
LRT Talks 201611209 GCU Learning and Teaching CelebrationMark Stubbs
Summary of work undertaken across Manchester Metropolitan University to enhance the student experience by refreshing the undergraduate curriculum and using digital technology to 'wrap the university around the learner'
As institutions learn more about how to sustainably tweak (customise) their Moodle environments to better service their unique needs, we are starting to see some very interesting examples of practice emerge; one’s that will not necessarily be seen on the Moodle Docs, Tracker, or Forums. One of these is the advent of a new course format developed by the University of Southern Queensland (USQ) called the Flexi Format. This new format allows both 'Week' sections and 'Topic' sections to appear in the same course. Included in this format is also two new ‘sections’ called ‘Getting Started’ and 'Assessment' aligned with a customized navigation block. Assessment, for example, has built-in smarts, providing the ability to draw in data via an abstraction layer from the Student Management System; 'People Soft', along with other automated features. However, this could be adapted to draw data from other system, such as Student One, Callista, etc.
This presentation will demonstrate how this new course format looks and works, and will provide a rationale as to why it is been developed, but more importantly, why it has been seen as such a great way forward by many academics at USQ. In simple terms, it has given academic staff the ability to provide a more unique/customised experience for their students, while at the same time it allows the university to provide more consistency in how these courses will appear to students.
"Where Are You Going, Where Have You Been?" Strategies for Making the Transit...Kaitlin Walsh
This presentation will highlight some of the strategies that Charter Oak State College has adopted for translating traditional on-ground teaching methods to an online environment. In on-ground courses, faculty already know how to engage their students by way of “traditional” face-to-face methods. But when a course moves online, adapting “traditional” methods simply requires using those methods as a compass. Online education may be the future, but entering the future does not mean forgetting the past.
Lessons we are learning through pivoting quickly to fully online learning; Bu...Charles Darwin University
For those institutions who have been specialising in distance education for some time, although they may have had to make some changes, the last few months have not been overly problematic. But for the remaining majority of institutions, there has been a monumental upheaval in how they are now required to conduct business, both for staff and students. Those who have fared better seem to be those who have reasonably mature frameworks in place to mediate their technology-enabled learning (TEL) offerings. That is, they have well established processes that define how they translate what they have in policy, procedures and planning into practice. Such a framework can be found within the COL TEL Benchmarks, that can provide an institution with clear guidelines as to what things need to be in place to ensure a robust and consistent approach to teaching with technology. This presentation will first highlight many of the lessons currently being learned across the higher education sector, it will also ask you to share what you have learned and then we will look at how some of these issues are contained within the COL TEL Benchmarks. Lastly it will make a case for investigating more fully how to use this tool to help your institution ready itself for success in the future.
Scaling online and hybrid training rutgers university 1-14-15 submittedMarshall Sponder
Presenting this deck at the Online and Hybrid Learning Conference (January 14 and 15, 2015) at NJIT and Rutgers.
My presentation in on Wednesday afternoon, January 14th, https://onlinelearning.rutgers.edu/ruonline2015/scaling-online-and-hybrid-courses-effective-design-and-rubrics
Setting the Scene - Opening Remarks at the Widening Participation to Postgrad...johnroseadams1
A presentation given to the Widening Participation to Postgraduate Education: Access after the White Paper (WP2PG) Conference, 16 February 2012.
Twitter #WP2PG
• Widening participation and postgraduate research - Nigel Vincent, The Briti...johnroseadams1
A presentation given to the Widening Participation to Postgraduate Education: Access after the White Paper (WP2PG) Conference, 16 February 2012.
Twitter #WP2PG
Wage Inequality and Postgraduate Education - Stephen Machin, Centre for Econo...johnroseadams1
A presentation given to the Widening Participation to Postgraduate Education: Access after the White Paper (WP2PG) Conference, 16 February 2012.
Twitter #WP2PG
Improving transition through approaches to learning - Chris Edwards, Centre f...johnroseadams1
Most of us, even those who are highly committed to learning and supporting others in their learning, are not very practiced in thinking or speaking about the ways in which we learn and our approaches to learning. This presentation will outline one empirically derived and extensively trialled learning inventory and consider how it can increase inclusion through aiding transition into HE. The Effective Lifelong Learning Inventory provides a shared language and framework and has been effectively used with a range of groups including young offenders, school students considered to be under performing and NEETs.
Educational technology and passive withdrawers - Jan Jonesjohnroseadams1
Based on a recent project for L185: English for Academic Purposes in which a series of telephone interviews were conducted, Jan Jones (IET) reports on the experience of passive withdrawers’ use of educational technologies, most of whom did not have English as a first language.
Exploring widening access through partnerships Pete Cannell, Ronald MacIntyre...johnroseadams1
In this session we explore the issues that we have confronted, and some of the lessons we have learnt in Scotland, in tackling widening access work across a broad scope. Much of the impetus for this activity began through community based partnerships, however, it has now lead to major engagement with 21 of Scotland’s colleges and partnerships with several of the major unions which has opened doors into workplaces that were previously closed. We look at how it is possible to work at scale with networks of local partners and discuss how the activity aligns and interacts with important policy drivers for widening access in Scotland.
Models of English Language across the Curriculum at the Open University and t...johnroseadams1
English language is the primary medium of learning and teaching at the Open University and is therefore central to students’ attainment and progression (see Erling, 2009). Over the past five years, six models of English language across the curriculum and three models of English language student support have been established at the OU. In 2011, the English Language Provision (ELP) Programme carried out an evaluation of the impact of these models on students, and to a lesser extent tutors and module teams (see Adinolfi and Kerr, 2011). As a result of the evaluation, the ELP Steering Group has proposed that a mixed economy of language provision be considered consisting of English for academic purposes modules and a range of language awareness and development provision ‘embedded’ within subject and programme areas. This presentation will outline the models and the findings of the evaluation and draw out the implications for the university’s curriculum development and widening participation strategies, including a number of key focus areas from OU Futures 2010-13.
Research, policy and practice in widening participation: the evidence from A...johnroseadams1
The session will include a brief overview of the statistical trends in part-time admissions to HE, a presentation on the approaches used in Aimhigher to track learners and the impact of Aimhigher interventions on their progress and discussion of research methods and the uses of data for targeting.
Questions will be raised about the ways in which researchers and practitioners frame an oppositional discourse and could do things differently.
Discussion groups will include:
• Trend data in part-time applicants and entrants.
• Taking the evidence from Aimhigher - how could/does this translate into research?
• Making a difference in widening participation - the responsibilities of researchers and practitioners
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
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
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
Institutional Change at Manchester Metropolitan University - Curriculum Design Opening up the Game
1. Institutional Change at MMU
Peter Bird & Rachel Forsyth
SRC project
Wednesday, July 11, 2012 1
2. What was SRC
• Try out curriculum change in four areas, Law,
Accounting, Creative Digital, Physiotherapy
• Curriculum tuned to needs of employers,
professional bodies
• Showcasing of talent through portfolio/PDP
• Attempt to create a more efficient QA process
with online curriculum
4. How was it in 2009?
• Robust but burdensome QA processes with lots of
paper and large approval meetings
• Inconsistent and often large numbers of assessments
per unit, lack of clear learning outcomes
• A lack of a consistency for students – ad-hoc linkage
between curriculum, timetabling, VLE, library
resources etc…
• Some good links to employability but no overall
strategy
5. Course Info | systemic problems
Practice is too QAA commend our
We struggle to
varied to robust processes
interpret vague
systematise QA docs
Central systems don’t
Student Records
support local variety QA We keep it vague to
avoid tortuous QA
We re-type so we build our own
everything
into UCAS
We can’t get
Marketing concrete details on Course Teams do marketing
Why
courses for website, never have up-to-
so maintain our own date info about our
courses 5
6. 2010 - Stop Mucking about, let’s go for
broke…
• Re-write the curriculum
• Standardise course units
• Link in employability outcomes
• Stick the curriculum online
• And while you’re at it, change the VLE, introduce
personalised timetabling and mash it up into a
student portal.
7. What have we done… The launch of
EQAL
• Re-written the entire undergraduate curriculum
(over 1300 course units so far…). First year went
live in Autumn 2011
• Put the curriculum online and streamlined QA
processes
• All course units linked to graduate outcomes
• Less assessments to lead to better feedback..
• New VLE, online personalised timetabling,
assessment tracking system
8. What have we learned
• “Never mind the pedagogy”. Standardisation – 30
credits, 20 credits – forget the credits it’s forcing
the change that matters…..
• It’s not about saving money – it’s better student
experience for the same bucks
• It’s all or nothing with institutional change – can’t
do it by experimentation
• How to do change management
9. What we have learned
• You won’t get instant leaps in NSS scores –
management has to hold its nerve for several
years at least…
• Communication is a key issue – Easy for staff to
see this as pre-cursor to re-structuring
• Accurate data is key – an inaccurate curriculum
will be quickly visible to students
• Training/Support is needed – hence the games!
10. What they said…
• “We recognised that if we were to be one institution, albeit made up of different
faculties and campuses with different origins and histories, we needed a greater
degree of standardisation and consistency about the way the curriculum was
assessed.” Deputy VC
• “I don’t like the 30-credit unit size; it’s too big and prevents a diverse curriculum,
reduces student choice and requires lumping things together which don’t naturally
fit.” EQAL Faculty Lead
• “There is a better understanding now of the connection between basic aspects of
the curriculum and the student experience… it doesn’t matter how good teaching
and learning is, it will be dragged down if the basics aren’t in place, like knowing
where you are supposed to be, what assignments will be set and when the
submission dates are. I think that understanding of this is beginning to grow
across the institution now.” Learning Technologist
• “I appreciate why MMU has done EQAL – for a more positive student experience.
These things just take time, it’s such a big university. On the whole, the university
does listen to the student voice.” Vice President, Student Union
11. The end is only the beginning…
• Building blocks in place but assessment for
learning is a(nother) long-term project….
• You can’t do enough to develop links to
employability…
• Showcasing of talent through Mahara
• Communication, Communication Communication
has to improve to keep staff on-board
