Views Technology Enhanced Learning (TEL) tools from the perspective of student engagement and uses the structure of the ABC model (Absorb, Blend and Co-create) to explain the component parts of engagement.
Tools covered include Facebook, Twitter, Hootsuite, Periscope, Padlet, Mentimeter, Peerwise, Talis Aspire, Mahara, Panopto, Blackboard Collaborate and uGrade.
WEB2.0: Preparing students for their world not ours.Anne-Mart Olsen
This presentation is based on a paper presented at the 5th Annual IIE Celebration of Teaching and Learning Academic Conference (Cape Town):
Exploring New Learning Spaces
Student Engagement Strategies in STEM Classeskimarnold28
Engage your students and increase their depth of understanding by adding blended learning, flipped classroom, and project-based learning to your classroom repertoire.
Lightboard Design and Deployment: Creating Pedagocally Embedded Learning Reso...Michael Paskevicius
In 2015, the right combination of factors came together for us to build a Lightboard at Vancouver Island University based on the open hardware specification originally designed at Northwestern University.
The Lightboard provides a familiar whiteboard like environment for faculty to use while creating educational videos. Aside from the novelty, what makes the Lightboard a useful tool and what does it really take to build one?
We’ll share our Centre's history with supporting educational video and explain why and how we built our Lightboard. We'll show you pictures, examples we created with the lightboard and some pedagogically appropriate integrations into teaching and learning experiences.
We’d also like to hear from you. How have you supported educational video on your campus and what other supports for creating video have you used?
Presenters
Michael Paskevicius, Learning Technologies Application Developer, Vancouver Island University
Carl Butterworth, Manager, Learning Technologies, Vancouver Island University
Stephanie Boychuk, Learning Technologies Support Specialist, Vancouver Island University
Presentation as part of the SUNY Remote Teaching Clinic - The Remote Teaching Clinic is designed to help you temporarily deliver your face-to-face instructional materials at a distance. The free webinars in this clinic will provide you with the information and skills you need to teach anywhere.
Presentation given for the National College Learning Center Association
In these unprecedented times, the face of higher education is rapidly changing, and our learning centers must adapt to find ways to help our students (the privileged and underprivileged) engage effectively with technology. The realities of how we support students and the services we offer them must adapt to the current shifts to online learning in their content courses. We must expand upon existing online services and/or develop new ones. We must also support/train our staff members to manage the new ways in which our learning centers must operate.
Learning centers professionals are going to have to think of ways to deliver services 100% online. We need to think about our staff (students and professionals) and how we train them as well as the ways in which we engage our students who might be struggling with the demands of shifting to new modes of learning. Join this evolving conversation in one or both webinars:
Part 1 - Identifying Immediate Needs - this week (3/20/2020)
How we can triage and respond in real time to a rapidly evolving change to our operations?
Part 2 - Planning for the Long-term - next week (3/27/2020)
How do we reflect, assess, resource for sustainability, and plan for future change?
A 30-minute webinar on Pinterest, the fast-growing social network site that focuses on images. Learn how to use this tool as a visual bookmarking system that you can use for your own professional development as well as a collaborative learning space with students and colleagues.
Conversations in the Cloud: Strategies for Implementing Open Reflective Writi...Michael Paskevicius
In these sessions we explore a range of ways to support students in sharing their experiences, reflections and discussions outside of class in a more open manner – through digital communication platforms and tools. As part of this series, you will redesign one course activity or assessment strategy for implementation in a course in Fall 2016.
Throughout the three part series we will engage in a simulation using a shared and collaborative WordPress blog thereby modeling approaches to implementing open reflective writing. Various models of using WordPress in education will be explored including individual student reflective writing sites, collaborative community course sites, and aggregated sites.
By the end of these sessions participants will:
-experience taking part in a collaborative reflective writing community
-plan a learning activity which makes use of this technique
-share their experiences implementing within their discipline
WEB2.0: Preparing students for their world not ours.Anne-Mart Olsen
This presentation is based on a paper presented at the 5th Annual IIE Celebration of Teaching and Learning Academic Conference (Cape Town):
Exploring New Learning Spaces
Student Engagement Strategies in STEM Classeskimarnold28
Engage your students and increase their depth of understanding by adding blended learning, flipped classroom, and project-based learning to your classroom repertoire.
Lightboard Design and Deployment: Creating Pedagocally Embedded Learning Reso...Michael Paskevicius
In 2015, the right combination of factors came together for us to build a Lightboard at Vancouver Island University based on the open hardware specification originally designed at Northwestern University.
The Lightboard provides a familiar whiteboard like environment for faculty to use while creating educational videos. Aside from the novelty, what makes the Lightboard a useful tool and what does it really take to build one?
We’ll share our Centre's history with supporting educational video and explain why and how we built our Lightboard. We'll show you pictures, examples we created with the lightboard and some pedagogically appropriate integrations into teaching and learning experiences.
We’d also like to hear from you. How have you supported educational video on your campus and what other supports for creating video have you used?
Presenters
Michael Paskevicius, Learning Technologies Application Developer, Vancouver Island University
Carl Butterworth, Manager, Learning Technologies, Vancouver Island University
Stephanie Boychuk, Learning Technologies Support Specialist, Vancouver Island University
Presentation as part of the SUNY Remote Teaching Clinic - The Remote Teaching Clinic is designed to help you temporarily deliver your face-to-face instructional materials at a distance. The free webinars in this clinic will provide you with the information and skills you need to teach anywhere.
Presentation given for the National College Learning Center Association
In these unprecedented times, the face of higher education is rapidly changing, and our learning centers must adapt to find ways to help our students (the privileged and underprivileged) engage effectively with technology. The realities of how we support students and the services we offer them must adapt to the current shifts to online learning in their content courses. We must expand upon existing online services and/or develop new ones. We must also support/train our staff members to manage the new ways in which our learning centers must operate.
Learning centers professionals are going to have to think of ways to deliver services 100% online. We need to think about our staff (students and professionals) and how we train them as well as the ways in which we engage our students who might be struggling with the demands of shifting to new modes of learning. Join this evolving conversation in one or both webinars:
Part 1 - Identifying Immediate Needs - this week (3/20/2020)
How we can triage and respond in real time to a rapidly evolving change to our operations?
Part 2 - Planning for the Long-term - next week (3/27/2020)
How do we reflect, assess, resource for sustainability, and plan for future change?
A 30-minute webinar on Pinterest, the fast-growing social network site that focuses on images. Learn how to use this tool as a visual bookmarking system that you can use for your own professional development as well as a collaborative learning space with students and colleagues.
Conversations in the Cloud: Strategies for Implementing Open Reflective Writi...Michael Paskevicius
In these sessions we explore a range of ways to support students in sharing their experiences, reflections and discussions outside of class in a more open manner – through digital communication platforms and tools. As part of this series, you will redesign one course activity or assessment strategy for implementation in a course in Fall 2016.
Throughout the three part series we will engage in a simulation using a shared and collaborative WordPress blog thereby modeling approaches to implementing open reflective writing. Various models of using WordPress in education will be explored including individual student reflective writing sites, collaborative community course sites, and aggregated sites.
By the end of these sessions participants will:
-experience taking part in a collaborative reflective writing community
-plan a learning activity which makes use of this technique
-share their experiences implementing within their discipline
HE staff innovation presentation - ALT September 2017David Biggins
Association for Learning Technology, September 2017 presentation by Bournemouth University (David Biggins and Debbie Holley. iInnovate is a scheme focused on staff innovation in HE
Becoming a Digital Scholar using Social Media #UoRsocialmediaSue Beckingham
Developing your academic online presence with social media
Workshop at the University of Reading, led by Sue Beckingham SFHEA, Senior Lecturer in Information Systems and LEAD Associate at Sheffield Hallam University, this workshop will provide an opportunity to learn about new approaches and practical examples of using social media in higher education; and as co-learners share examples of effective practice and consider how these might be applied in your own contexts. The session will also provide participants some time and space to network and potentially make new connections.
The workshop aims to provide participants with an opportunity to:
Gain a better understanding of how social media can be used in a scholarly context
Appreciate the value of developing a rich professional online presence
Learn about opportunities for social and open informal learning through social media
Appreciate five elements of ‘working out loud’ (Stepper 2015) and how these can be of value to both yourself and others
Using the 5C Framework (Nerantzi and Beckingham 2014, 2015) as a lens we will consider how social media can be used to connect, communicate, curate, collaborate and create. In doing so consider the value of:
Developing a digital professional persona to share scholarly achievements
Cultivating your own personal learning network and co-learning communities
Sharing learning journeys through working out loud
Programme
Tuesday 26 April 2016
10.45-11.00 Networking and registration
11.00-12.30 Becoming a Digital Scholar using social media
12.30-13.15 Lunch
13.15 -14.30 Developing a PLN and open co-learning opportunities
Using social media as academics for learning, teaching and researchSue Beckingham
Using social media in higher education for teaching, academic professional development, research,student guidance, per support, student professional development, recruitment and university communication.
Beyond the Brick and Mortar - NEFLIN 2016 - Hot Topics User Experience Confer...Justin Denton
It’s all too common that once someone leaves the Library they don’t feel
they have a need to return unless it is to return a book, access a computer system or utilize
another Library resource. In today’s market you need to keep in touch with your users on-site
while also driving constant awareness and interaction outside of the facility. This session will
talk about how to continue to engage your patrons. We will dive into how to drive a strong
online presence that engages them and draws more interaction than your typical point and
click web-presence. We will discuss concepts such as online learning, facilitated sessions
and building a strong sense of community for both online and on-site consumption.
Redefinindo a Experiência de Educação com Vídeo, por Dr Shay DavidDesafios da Educação
Fórum de Lideranças: Desafios da Educação
Palestra: Redefinindo a Experiência de Educação com Vídeo
Palestrante: Dr. Shay David
O evento foi realizado no dia 06 de agosto de 2014, no Insper, em São Paulo. A iniciativa Desafios da Educação é organizada pelo Grupo A Educação e pela Blackboard Brasil.
Digital wellbeing to institutional compassion: A co-created journey? David Biggins
The presentation to the ALT 2021 Conference. The presentation investigates the student wellbeing aspect of the Digital Learning Maturity Model (DLMM) and explores how much involvement students have in their digital learning environment and whether higher levels of co-creation and involvement, coupled with institutional and staff developments, can benefit student wellbeing.
Student digital wellbeing survey interim results - August 2021David Biggins
The interim findings of a survey of 92 students in Higher Education on the subject of digital wellbeing. The survey asks about confidence in using learning resources, internet access, accessing study materials online, how much control students should have over the technology they use and whether institutions are doing enough to support students.
In this presentation, we report findings from on-going questionnaire/student-based primary research to shed light on hidden learning spaces and the key non-VLE factors identified, for example attendance. Our paper will be of interest and benefit to other institutions seeking to evaluate and optimise learning analytics to build a more holistic picture of student learning, thereby enhancing student outcomes.
Developing staff further: the additional benefits of a TEL ToolkitDavid Biggins
Technology Enhanced Learning (TEL) toolkits are frequently used in organisations to collate tools to support teaching and learning. This presentation explores the additional benefits that can accrue and gives details of qualitative and quantitative surveys into the benefits.
ALT Conference, September 2017
Promoting academic staff innovation at Bournemouth UniversityDavid Biggins
Bournemouth University's initiative, iInnovate , ran in the academic year 2016-17. Its aim was to encourage academic staff to try something different in their teaching practice . This presentation assesses the results of the initiative.
Empowering learning using multiple choice questions (Peerwise)David Biggins
This presentation discusses the multiple choice question and answer application, Peerwise. Pros and cons are given and an overview of the application is provided. Case studies of the use of Peerwise (two at Bournemouth University and one at Sheffield Hallam University) are discussed. The presentation ends with a review of Peerwise and the student view of the tool.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
3. https://microsites.bournemouth.ac.uk/cel/ 3
Aim
• To explore how TEL tools can promote student
engagement
• Use the structure of the A-B-C model to give you
suggestions and hands-on practice of a few
selected tools
• Provide links to further reading and information
• All in 50 minutes!
4. https://microsites.bournemouth.ac.uk/cel/ 4
Engagement?
• Student engagement in learning and teaching
refers to students as active participants in the
academic environment
• Occurs when "students make a psychological
investment in learning… They take pride not
simply in earning the formal indicators of
success (grades), but in understanding the
material and incorporating or internalizing it in
their lives". Newmann (1992)
8. https://microsites.bournemouth.ac.uk/cel/ 8
What is TEL?
• Can help to deliver
inspirational teaching
• Developing staff
• Developing students
• Responding to change
• Making the most of
what we have
• Student experience
9. https://microsites.bournemouth.ac.uk/cel/ 9
TEL suggestions
Pedagogy Suggestions
Blended learning Lecture capture, Audio capture in PowerPoint using iSpring,
Follow-me video using Camtasia
Feedback BOS now open to students, Turning Point clickers,
Feedforward using Turnitin, Revised generic assessment
criteria
Flipped
classroom
Lecture capture, Pinterest boards, YouTube videos, TED
talks, Open education resources
Assessment No more 5,000 word essays Online feedback using
Turnitin, Mark on your iPad, Multiple choice questions,
Portfolios
Collaboration &
co-creation
Storify, Mahara, myBU - discipline specific communities &
academic societies, Students’ reading suggestions
Engagement MyBU, Lecture Capture, Prezi, Oculus Rift, Social Media
(Facebook & Twitter), Virtual classroom, Virtual reality
10. https://microsites.bournemouth.ac.uk/cel/ 10
Disruption
• New technology promotes:
• Creativity
• Innovation
• But it disrupts
• Personal identity
• Established practice
• Individual tipping points
• Pushing too far can lead to
resistance
• Too little may allow regression
Hutchings et al 2010
30. https://microsites.bournemouth.ac.uk/cel/ 30
Twitter
Twitter is an online social networking service that enables users to send
and read short (140 character) messages called "tweets". Twitter is one
of the most popular social media platforms with over 550 million users.
The main BU twitter profile has over 30 thousand followers and is an
essential tool for interacting with various stakeholders across the
university.
31. https://microsites.bournemouth.ac.uk/cel/ 31
Pros and cons
Pro
• Ease of use, interactivity
• Accessible
• Ideal for micro learning
• Real-time discussion
• Connects with younger
audience (<29)
• Professional networking
• Instant feedback
• Builds community
Con
• 140 characters
• Keeping track
• Single direct message
• Not ideal for visual content
• Distracting
• No archive
• BU / personal account?
Elearningindustry.com
32. https://microsites.bournemouth.ac.uk/cel/ 32
Facebook
• Free social networking website
• Allows registered users to create profiles, upload
photos and video, send messages and keep in
touch with other users
• Pages allow businesses, brands and
organisations to share their stories and connect
with people
• Groups provide a space for people to
communicate about shared interest
33. https://microsites.bournemouth.ac.uk/cel/ 33
Pros and cons
Pro
• Accessibility
• Pushes information to
students, encourages fast
communication
• Students generate and own
the content
• Adds academic interests to
student online identity
• Supports fast formation of
communities, thus aiding
student engagement and
retention
Con
• Little evidence for any
successful higher level
learning activities
34. https://microsites.bournemouth.ac.uk/cel/ 34
Snapchat
What is Snapchat? A photo
and video-messaging app
launched in 2011.
Snapchat is unique in that all
photos and videos only last a
brief amount of time before
they disappear forever, though
you can take a screenshot of
snaps to save them in picture
form. As of May 2014, the
app's users were sending 700
million snaps a day.
35. https://microsites.bournemouth.ac.uk/cel/ 35
What is Periscope?
Periscope is an application that allows you to
share and watch live videos from a mobile device.
It is connected to twitter, so that’s where the
content will be primarily promoted.
The videos are sent out live, then saved on your
account to be viewed for up to 24 hours.
37. https://microsites.bournemouth.ac.uk/cel/ 37
Hootsuite
• Listening – can monitor key words and hashtags.
• Scheduling – can schedule messages to go out,
very useful if you have followers around the
world.
• Works with Facebook, Twitter, Linkedin and
Instagram.
• Also provides analytics.
38. https://microsites.bournemouth.ac.uk/cel/ 38
What is CEL?
• A focal point where pedagogic practice can be
generated, piloted, evaluated and shared
• Focused on staff development
• Combines energy, enthusiasm and talent in
pedagogy to enhance the student learning
experience
• Links with: GrowBU, SUBU, Service Excellence,
PAL, PG Cert, Fusion1 …
• CEL website/blog collates and enhances
learning practices across BU
39. https://microsites.bournemouth.ac.uk/cel/ 39
TEL Toolkit
The TEL Toolkit is an online, easy-to-use and
stimulating resource that can provide you
with knowledge and skills to innovate in your
teaching
Promotional video
Video walk-through for the
toolkit explaining its
structure and component
parts. Ideal for BU academic
staff as an introduction.
40. https://microsites.bournemouth.ac.uk/cel/ 40
Links
• Bates, T. 2016. Available at: http://www.tonybates.ca/2015/01/20/seeking-the-unique-pedagogical-characteristics-of-social-
media/
• Beetham, H and Sharpe, R (eds) 2013 Rethinking Pedagogy for a Digital Age (2nd Edition) London: Routledge Appendix 1
• Cao, Y., Ajjan, H. and Hong, P., 2013. Using social media applications for educational outcomes in college teaching: A
structural equation analysis. British Journal of Educational Technology, 44(4), pp.581-593.
• Dabbagh, N. and Kitsantas, A., 2012. Personal Learning Environments, social media, and self-regulated learning: A natural
formula for connecting formal and informal learning. The Internet and higher education, 15(1), pp.3-8.
• Elearning Industry. http://elearningindustry.com/using-twitter-for-elearning-8-pros-and-6-cons-to-consider
• Handley, F. 2014. The pedagogy of social media.
http://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwi0jrTqgIHLAhWBThQKHa1LDnkQFg
giMAA&url=http%3A%2F%2Fblogs.brighton.ac.uk%2Fcltresources%2Ffiles%2F2014%2F11%2FBL-The-pedagogy-of-
Social-media-OER-tww7fr.pptx&usg=AFQjCNEs0ZTsTlQFB_CDCOqqJh3CL-
uKaA&sig2=PbyP3fbyfw1b2DUeiSK_SA&cad=rja
• HEA. 2014. Social media for increasing the networking and engagement opportunities for academics. Online. Available at
https://www.heacademy.ac.uk/resource/social-media-increasing-networking-and-engagement-opportunities-academics
• HEA. 2014. Engagement through partnership: students as partners in learning and teaching in higher education.
• Hutchings, M, Quinney, A, and Scammell, J 2010 "The Utility of Disruptive Technologies in Interprofessional Education:
Negotiating the Substance and Spaces of Blended Learning In Bromage A et al (eds) " Inter-professional E-Learning and
Collaborative Work: Practices and Technologies: p190-203. Hershey PA; IGI
• JISC. 2014. Listen, understand, act: social media for engagement. Online. Available at: https://www.jisc.ac.uk/blog/listen-
understand-act-social-media-for-engagement-28-jan-2014
• Facer, J and Selwyn, N. 2010. Social Networking: Key messages from research in Rethinking Learning for a Digital Age:
How learners are shaping their own experiences ed. by Rhona Sharpe et al (London: Routledge, 2010), pps. 31-42.
41. https://microsites.bournemouth.ac.uk/cel/ 41
Links
• Friesen, N. & Lowe, S. 2012. The questionable promise of social media for education: connective learning and the
commercial imperative. Journal of Computer Assisted Learning, 28 (3), 183-194
• Guardian.com. 2013. http://www.theguardian.com/higher-education-network/blog/2013/mar/13/twitter-transform-learning-
higher-education
• Gray, R, Vitak, J, Easton, E. W. and Ellison, N. B. 2013. Examining social adjustment to college in the age of social media:
Factors influencing successful transitions and persistence. Computers & Education, 67 (0), 193-207.
• Kahu, E R. 2013. Framing student engagement in higher education. Studies in Higher Education, 38:5, 758-773.
• Laurillard, D. 2012. Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology London:
Routledge
• Laurillard, D. 1993. Rethinking University Teaching: a framework for the effective use of educational technology. London:
Routledge
• Madge, C., Meek, J., Wellens, J. & Hooley, T. 2009. Facebook, social integration and informal learning at university: ‘It is
more for socialising and talking to friends about work than for actually doing work’. Learning, Media and Technology, 34 (2),
141-155.
• Manca S and Ranieri, M. 2013. 'Is it a tool suitable for learning? A critical review of the literature on Facebook as a
technology-enhanced learning environment', Journal of Computer Assisted Learning, 29 (6) pps 487-504.
• QAA. Student engagement.
• Selwyn, N. 2009. Faceworking: exploring students' education‐related use of Facebook. Learning, Media and Technology, 34
(2), 157-174.
• Teachbub.com. 2016. http://www.teachhub.com/50-ways-use-twitter-classroom
• Vygotsky, L. 1978. Mind in society: the development of the higher psychological processes. Cambridge, MA: Harvard
University Press.
Engagement through a blended approach
Image source: http://www.washington.edu/teaching/teaching-resources/engaging-students-in-learning/flipping-the-classroom/