The document outlines an agenda for an active learning session. It will include activities to review current needs, design new teaching experiences, and get peer feedback. It also discusses different active learning strategies like cooperative learning and problem-based learning that promote analysis, synthesis and evaluation. The session aims to connect the content to assignments. A copy of the session plan will be shared to exemplify constructive alignment.
This presentation is basically intended for teachers and educators towards enhancing their quality at all stages of teaching and thereby improving the quality of learning.
This presentation is basically intended for teachers and educators towards enhancing their quality at all stages of teaching and thereby improving the quality of learning.
Perspectives on Sustainability in Higher Education: Inviting and Leveraging C...BCcampus
Vivian Neal, Educational Consultant, Teaching and Learning Centre, Simon Fraser University
Janet Pivnick, Educational Consultant, Teaching and Learning Centre, Simon Fraser University
Festival of Learning in Burnaby, B.C. - June 6-9, 2016
How to effectively integrate guest/visiting lecturers into HEI provision.Simon Haslett
Presentation by Dr Gavin Bunting (University of Wales) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Developing students as researchers within College-based Higher EducationSimon Haslett
Presentation by Jonathan Eaton (Newcastle College) at the Research-Teaching Practice in Wales Conference, 9th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Perspectives on Sustainability in Higher Education: Inviting and Leveraging C...BCcampus
Vivian Neal, Educational Consultant, Teaching and Learning Centre, Simon Fraser University
Janet Pivnick, Educational Consultant, Teaching and Learning Centre, Simon Fraser University
Festival of Learning in Burnaby, B.C. - June 6-9, 2016
How to effectively integrate guest/visiting lecturers into HEI provision.Simon Haslett
Presentation by Dr Gavin Bunting (University of Wales) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Developing students as researchers within College-based Higher EducationSimon Haslett
Presentation by Jonathan Eaton (Newcastle College) at the Research-Teaching Practice in Wales Conference, 9th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Enhancing Student Learning Experience and Satisfaction Using Virtual Learning...M H
The paper presents a project that aims to enhance students experiences and satisfaction through the use of a Virtual Learning Environment. Particularly, it aims at developing a blended learning community to support diverse student population, including students with special learning needs. This project focuses on the teaching/learning aspects of students experiences and satisfaction. Other aspects are geared towards use by student support staff and those whose main responsibility is technical or system administration support. Various methods were used to measure the success of the project and its implementation. Evaluation results show a significant increase in student satisfaction and enhanced progression rate.
This session will look at how Griffith University is taking a ‘pedagogy first’ approach to the application of technology and how this can provide a sharper focus of how we advance our learning and teaching. This is particularly important now that much of what we do has moved into the online space and as we consider making these spaces more active, collaborative and authentic. With so many tools out there to choose from now, a ‘pedagogy first’ approach can help us to understand which combination of tools will provide us the most affordances.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
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.
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.
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?
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.
6. Today’s learning journey
Welcome and sharing learning aims
Recall prior knowledge
Present active learning strategies
Activity 1 – review current needs
Break
Activity 2 – design new teaching and learning experiences
Peer Feedback
Connect to assignment
A copy of the tutors session plan will be shared at the end of
the session to exemplify constructive alignment.
24 October 2017 6
10. Setting (Context) Ways of teaching (Pedagogy) Drivers (Why you teach?)
Lectures
Seminars
Dashboard
Knowledge transmission
Video
Card sorts
Develop mastery in discipline
Create affective ......
Cover module content
Support module assessment
Success for all
11.
12.
13.
14.
15. “Active learning is a process whereby students
engage in activities, such as reading, writing,
discussion, or problem solving that promote
analysis, synthesis, and evaluation of class
content.
Cooperative learning, problem-based learning,
and the use of case methods and simulations
are some approaches that promote active
learning.“
Chris O’Neal and Tershia Pinder-Grover, Center for Research on Learning
and Teaching, University of Michigan
19. NTU has 12 bespoke SCALE-UP rooms, offering a
range of capacities and a variety of technologies.
NTU has a number of spaces that lend themselves
to collaborative and active learning.
NTU was the first UK university to adopt SCALE-UP teaching
across a broad range of disciplines. A total of 33 modules
participating in a year long pilot.
Teaching staff reported greater student engagement with
materials and more interaction between peers and the tutor,
leading to increased conceptual understanding.
By 2015-16, 86 modules, involving 1700 students, were
using SCALE-UP teaching approaches. In 2017 around 200
academics will be involved in SCALE-UP provision to in
excess of 200 modules.
20. Morrow and Friel (2010) and the Higher Education
Academy (2008; 2016) define interactive teaching
as, teaching involving an active interchange between
students; lecturer and students and lecture content.
21. Interactive lectures encourage students to be actively involved
in learning and promoting application of knowledge.
Interactive learning is a characteristic of teaching shown to
appeal to students, leading to greater engagement and
learning within teaching sessions across subject areas.
Success for All: It will improve student retention and success:
HEA report in 2012 highlighted the critical importance of
“Meaningful interaction between staff and students” to achieve
student belonging and consequent engagement (Thomas,
2012)
“active, experiential and student-centred
learning approaches are a strong
element across the majority of cases
with clear benefits reported in terms of
student engagement, retention and
success.” (HEA, 2016:10)
22. Audience Response
Systems / Quizzes
/ Surveys
Social Media for
Interaction
Use of Recordings
to enhance student
learning
Public Thinking
Spaces and
Discussion areas
Scenarios & Guest
Speakers for
Interaction
Designing Modules
and Courses to
increase
interactivity
Use of Audio /
Video
Use of Props or
Objects for
students to handle,
observe
Case Studies and
Practice based
Scenarios
Large and Small
Group Teaching
and Interaction
Interactive group
working tools
Interaction with
the Environment
Student
Presentations
Debates Pair and Group
Working
Interaction: Methods used and Issues discussed
23. SCHOOL Full DELITe DELITe-Lite Total
ARES 11 5 16
SSS 10 4 14
SST 12 2 14
NBS 10 2 12
AAD 10 10
EDU 8 2 10
AAH 3 5 8
NLS 7 7
ADBE 6 1 7
Other 3 1 4
Totals 80 22 102
24. “Pedagogy! For me, it’s all
about maximising student
engagement and thus improving
their wellbeing as well as their
educational outcomes.” – NLS
lecturer
“the interaction generally led to
stronger connections with
students, you got to know them
better as more responses and
communication with them.”
It is harder to introduce interaction with
different year groups. First years tend
to be a little more wary and less secure
and have to be encouraged more to
take risks.- EDU lecturer
I recognise the students have
different learning preferences
and so using different interactive
approaches appeals to as many
students as possible.- ARES
lecturer
33. Go to kahoot.it
on your smartphone or device
using any browser
Enter the Code
Enter your name or nickname
or team name and you are
ready to go!
Editor's Notes
Present: Sarah 5 minutes
SCALE-UP: Student-Centred Active Learning Environment with Upside-down Pedagogies
SCALE-UP supports NTU's strategic goals including Success for All (Creating Opportunities), personalised learning (Creating Opportunities), accessible modes of learning (Connecting Globally), social integration (Creating Opportunities), and student engagement in research (Valuing Ideas).
NTU has 12 bespoke SCALE-UP rooms, offering a range of capacities and a variety of technologies. Clifton campus boasts the first purpose-built SCALE-UP rooms in UK higher education. In addition NTU has a number of spaces that lend themselves to collaborative and active learning.
NTU was the first UK university to adopt SCALE-UP teaching across a broad range of disciplines. A total of 33 modules including subjects such as Law, Physics, Marketing and Education participating in a year long pilot. In the evaluation of the pilot teaching staff reported greater student engagement with materials and more interaction between peers and the tutor, leading to increased conceptual understanding.
By 2015-16, 86 modules, involving 1700 students, were using SCALE-UP teaching approaches. In 2017 around 200 academics will be involved in SCALE-UP provision to in excess of 200 modules.
NTU has 12 bespoke SCALE-UP rooms, offering a range of capacities and a variety of technologies. Clifton campus boasts the first purpose-built SCALE-UP rooms in UK higher education. In addition NTU has a number of spaces that lend themselves to collaborative and active learning.
NTU was the first UK university to adopt SCALE-UP teaching across a broad range of disciplines. A total of 33 modules including subjects such as Law, Physics, Marketing and Education participating in a year long pilot. In the evaluation of the pilot teaching staff reported greater student engagement with materials and more interaction between peers and the tutor, leading to increased conceptual understanding.
By 2015-16, 86 modules, involving 1700 students, were using SCALE-UP teaching approaches. In 2017 around 200 academics will be involved in SCALE-UP provision to in excess of 200 modules.
In a recent JISC survey of 500 HE students…
“Students were also open to new and innovative ways of learning, the survey found, with more than half (58 per cent) happy to have some of their lectures delivered by robots. More than a third were interested in virtual lectures (37 per cent) and dedicated mobile apps (35 per cent) to help them study.”
Student experience with interactive learning and teaching
A comprehensive HEA report into effective approaches to improving student retention and success highlighted the critical importance of “Meaningful interaction between staff and students” to achieve student belonging and consequent engagement (Thomas, 2012)
Thomas, L. (2012). Building student engagement and belonging in higher education at a time of change: a summary of findings and recommendations from the What works? Student Retention & Success programme. Published by Higher Education Academy Available at: https://www.heacademy.ac.uk/sites/default/files/what_works_summary_report_1.pdf
DELITe aimed to generate data to address the following:
Assess the intended benefits of introducing/extending interactivity in lectures, namely to increase student: a) engagement; b) satisfaction; and c) learning.
Identify conditions needed for interactive teaching: e.g. teaching strategies, resources, TRD, equipment, rooming, scheduling, etc.
Assess potential and feasibility for wider use of interactive teaching, particularly in lectures.
There is no magic wand- the secret to success is complicated and complex but it does hinge on you!
Talk a little about this and the importance of all Schools being involved
Go to next Slide- Methods
Focus always on the Pedagogy
Technology can support but should never be the focus
Developing Relationships
Taking Risks together
The right approach at the right time at the right level
Variety of Learning Approaches
Encourages a move to facilitated learning and a flipped learning approach
Interactive teaching is challenging but can be fun
Consistency vs Coherence, across a Course or Module
Time to Plan, Prepare, Deliver and Evaluate
Positive Project and Peer pressure
Support individually from a University wide Project
CADQ and NTU support for increased interaction in teaching
Campus-based events and meetings
Reward and Recognition
David - Card sort activity
Kahoot Quiz: NTU Sign In- david.Ellicott@ntu.ac.uk
Team sign up allows time to discuss and agree answer,
Question will come up on the Screen , you will have then 4 choices which will display by colour on your device
It is competitive and the quicker you give the correct answer the more points you will score!
There are 8 questions in total and using the Quiz as a way of sharing information about the DELITe Project as well as checking your own understanding and memories!
Question 1- What does DELITe stand for?
The name was important and hopefully means something for those involved- was a grass roots Project looking to engage colleagues who were keen to try new things, were wanting to improve the student experience
Question 2- The DELITe Project seeks to demonstrate interactive lectures lead to greater…
Recognised by participants in a survey of 80 that the three were linked, satisfaction a response to engagement and learning
Question 3- Which of these was not a DELITe Project Aim?