Learning and collaboration at a distance 121202Mark_Childs
A seminar produced for Warwick University comparing two different educational programmes that contained activities involving collaboration at a distance.
The Use of Blackbaord Collaborate in an Online Chinese ClassMoodlemootAU2014
The Use of Blackbaord Collaborate in an Online Chinese Class presented by Sijia Guo at the Taking Educations Beyond Borders Forum in Cairns, June 2014.
This is a workshop that I presented for the Faculty Teaching Excellence Program of CU-Boulder in Feb 2012.
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This workshop will focus on writing those questions for use with peer instruction that engage students, spark their curiosity, help recap material, give you insight into their thinking, or help them learn critical ideas in your discipline. We will investigate the surprising power of multiple-choice questions to achieve critical thinking skills. We will practice writing questions that align with our goals for students, discuss the elements of effective questions, and look at various examples to get ideas for our own courses.
Avoid Dead Air: What You Need to Know about Facilitating a Live Virtual Classahornton
This presentation was given at the Conference on Teaching and Learning at the University of Southern Alabama. It covers tips for facilitating a successful live virtual session.
Smart ways of using virtual sticky notes workshop pesentation - teflin 2015Nina Septina
This is a study on technology integration into the teaching & learning practice to maximise students participation within and beyond classroom walls by utilising the online tools namely Lino and Padlet as the main instruments.
OER18 workshop Sound of an Emerging Network, Bristol, 19 April, 2018Laura Ritchie
Commentary and context for the workshop, along with the video of the session can be found here: https://www.lauraritchie.com/2018/04/20/oer18-reflections/
Learning and collaboration at a distance 121202Mark_Childs
A seminar produced for Warwick University comparing two different educational programmes that contained activities involving collaboration at a distance.
The Use of Blackbaord Collaborate in an Online Chinese ClassMoodlemootAU2014
The Use of Blackbaord Collaborate in an Online Chinese Class presented by Sijia Guo at the Taking Educations Beyond Borders Forum in Cairns, June 2014.
This is a workshop that I presented for the Faculty Teaching Excellence Program of CU-Boulder in Feb 2012.
---
This workshop will focus on writing those questions for use with peer instruction that engage students, spark their curiosity, help recap material, give you insight into their thinking, or help them learn critical ideas in your discipline. We will investigate the surprising power of multiple-choice questions to achieve critical thinking skills. We will practice writing questions that align with our goals for students, discuss the elements of effective questions, and look at various examples to get ideas for our own courses.
Avoid Dead Air: What You Need to Know about Facilitating a Live Virtual Classahornton
This presentation was given at the Conference on Teaching and Learning at the University of Southern Alabama. It covers tips for facilitating a successful live virtual session.
Smart ways of using virtual sticky notes workshop pesentation - teflin 2015Nina Septina
This is a study on technology integration into the teaching & learning practice to maximise students participation within and beyond classroom walls by utilising the online tools namely Lino and Padlet as the main instruments.
OER18 workshop Sound of an Emerging Network, Bristol, 19 April, 2018Laura Ritchie
Commentary and context for the workshop, along with the video of the session can be found here: https://www.lauraritchie.com/2018/04/20/oer18-reflections/
Using audio email feedback in formative assessmentAlex Spiers
Presentation delivered at the A Word In Your Ear Conference 2009 at Sheffiled Hallam University.
Alex Spiers & George Macgregor
Liverpool John Moores University
Technology Training Tune Up: Computer and Technology Skills for All Library S...Courtney F
Technology training should be an essential part of your library
routine. Topics covered include: examples of some of the latest
technology, examples of core competencies, and some ideas for how to
keep up with new technologies.
Presented April 10, 2008 at the Tennessee Library Association conference
Using audio email feedback in formative assessmentAlex Spiers
Presentation delivered at the A Word In Your Ear Conference 2009 at Sheffiled Hallam University.
Alex Spiers & George Macgregor
Liverpool John Moores University
Technology Training Tune Up: Computer and Technology Skills for All Library S...Courtney F
Technology training should be an essential part of your library
routine. Topics covered include: examples of some of the latest
technology, examples of core competencies, and some ideas for how to
keep up with new technologies.
Presented April 10, 2008 at the Tennessee Library Association conference
SITE 2018 - Preparing Social Studies Teachers and Librarians for Blended Teac...Michael Barbour
Stevens, M., Borup, J., & Barbour, M. K. (2018, March). Preparing social studies teachers and librarians for blended teaching. A full paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
The first half of this presentation is about academic use of social media and the second half is about recent findings from my current HEA-funded audio feedback project: http://lebioscience.blogspot.co.uk/2013/03/audio-feedback-evidence-is-mounting.html
Sorry, now audio for these yet, but the first half is rather similar to this: http://www.youtube.com/watch?v=sgU5Gx5bh3o and I'll try to put up a commentary for the feedback section soon.
Designing Effective Learning Environments for Graduate Teacher Education Prog...Sue Watling
These are the slides used for the session on designing effective learning environments for the Graduate Teacher Education Programme, September 23 2014.
AECT 2019 Presentation titled Reaching Students Where They Are. An exploratory qualitative research study that investigated the lived experiences of students who provide synchronous online peer tutoring services in higher education.
8th June 2022, 12.30-14.00 UK time:
Reflections on: The 4th Annual #creativeHE Jam - Quiet Creativity
We - Sandra Abegglen, Alex Spiers and Nathalie Tasler - would like to thank everyone who has attended and participated in our “Quiet Creativity: End-of-Academic-Year Reflection” on June, 8th 2022. The session was a success with many mindful, creative moments. Enjoy!
Quiet Creativity: End-of-Academic-Year Reflection
8th June 2022, 12.30-14.00 UK time:
We - Sandra Abegglen, Alex Spiers and Nathalie Tasler - would like to thank everyone who has attended and participated in our “Quiet Creativity: End-of-Academic-Year Reflection” on June, 8th 2022. The session was a success with many mindful, creative moments.
Getting more out of using Twitter: Tools, Tips and TricksAlex Spiers
CPD session delivered by the Centre for Innovation in Education at the University of Liverpool.
Friday 19th Jan – Getting more out of Twitter – Tips, tools & tricks (Advanced Twitter) (10:00 – 12:00) – For Twitter users looking to enrich their practice, this session takes a deeper delve into some of the tools and services available: Tweetdeck; Analytics; Moments & Storify; Periscope; Tweetchats; Images, GIFs & Video
An Introduction to Twitter in Higher Education June 2017Alex Spiers
Friday 16th June (10:00 – 12:00) – An introduction to Twitter in Higher Education. This session will provide an overview of the tool, demonstrate examples of how it is used in teaching to support learning, event hashtags and sharing of information.
Engaging Learners visually in lectures – tools, tips and tricks.Alex Spiers
Monday 12th June (13:30 – 15:30) – Engaging Learners visually in lectures – tools, tips and tricks. Examining principles of communication and good design for the presentation materials we use in lectures. We will explore sharing approaches and tools that allow you to make engaging slides in PowerPoint, access Creative Commons images, and present data in appealing and engaging ways.
#LIVUNISOCIAL Social Media Round Table #1Alex Spiers
Slides from the first University of Liverpool Social Media Round Table. This took place in the Central Teaching Lab at 3pm on Tuesday 2nd May. Attended by 20 members of staff from across the institution: academics, librarians, marketing managers, post graduate researchers and educational developers.
Social Media & External Engagement IMPACT WORKSHOPAlex Spiers
Social Media & External Engagement IMPACT WORKSHOP at the University of Liverpool
Organised bu Supriya Garikipati, Research Impact Lead @ ULMS
12.55 – Supriya Garikipati – Setting the Stage
1:00-1:15 – Alex Spiers – Twitter Top Tips
1:15-1:30 – Matt Hurst – Faculty Press Officer
1:30-1:45 – Paul Sapple – Public Engagement & Impact
1:45-2:00 – Jennifer Johns – Reaching a wider audience: my
experience writing for The Conversation
2:00-2:15 – Andrew Smith – Social Media Case Study
2:15-2:30 – Nick Papageorgiadis – Using Twitter to support
impact activities and evidence collection
Getting more out of Twitter: Tools, tips & tricksAlex Spiers
CPD session delivered at University of Liverpool Winter School Staff training event on 20th January 2017. The session covered:
Presentation: Zelda Chattten on University of Liverpool Library Use
Tweetdeck – managing tweets and accounts
Analytics – Twitter & Socioviz
Archiving - Moments & Storify
Periscope – Live Broadcast
Tweetchats - #BYOD4L
Search & advanced search
#ALTNWESIG 2016 - University of Manchester Wednesday 9th November 2016Alex Spiers
This is our final event of 2016 and we are bound for the University of Manchester on Wednesday 9th November from 1pm to 4pm (Lunch will be provided)
The finalised programme will follow but is likely to include these topics:
BYOD/Mobile Strategy
Teaching Excellence Framework (TEF) white paper
Turnitin Feedback Studio
VLE Review
Digital Capabilities
Time for networking
If you have any issues, case studies or other topics relevant to the group then get involved! Please contact Alex livasp@liverpool.ac.uk or Chris c.r.jones1@ljmu.ac.uk
Get in touch with Diane Bennett Diane.Bennett@manchester.ac.uk if you have any dietary requirements
The North West England Sig (#ALTNWESIG) exists to provide a network for the exchange of ideas and practices in relation to current issues in educational technology with the aim of supporting the informed use of learning technologies in North West England. Join us in our Google Plus Community
Hashtag for the day will be #ALTNWESIG
Look forward to seeing you all soon
Alex, Chris & Diane
What: GO MOBILE #1
When: Wednesday 19th October 2-4pm
Where: Room 105, CLL
Why? Mobile technologies are changing at such a pace that it can be difficult to keep up with the latest developments. That’s why the eLearning Unit have created a University wide learning network for anyone interested in using mobile technologies in their teaching or their students. The GO MOBILE meetings will happen three times a year in different locations across the university. The events will present findings from current practice and research, share examples from across the HE sector, as well exploring the possibilities (and difficulties) of new apps and devices. This event is open to all teaching and professional services staff. So come along, get involved and find out what’s going mobile at University of Liverpool.
Freedom to play using games to enhance learning and teaching #LJMUTLC16Alex Spiers
Posted to #METAT&L Conference on behalf of the author: Rosie Jones, Associate Director of Library Services, LJMU
This presentation argues that allowing time and creating inspiring spaces can be a simple and worthwhile investment. Sharing ideas that could be used in both traditional and online learning environments. It also explored how physical space can support and inspire staff to use game techniques.
Keywords
Playful Learning
Games and Learning
Learning Technology
Information Literacy
Student Engagement
This was presented at #LJMUTLC16 the conference programme is available at https://www.ljmu.ac.uk/~/media/files/ljmu/about-us/events/tandlprogramme_2016.pdf?la=en
#LJMUTLC16 From Blackboard to Brightspace: developing online learning spaces ...Alex Spiers
From Blackboard to Brightspace: developing online learning spaces to foster increased student engagement and deeper learning
Presented by Dan Robinson, Will Moindrot and Alex Spiers
Since 1898, the Liverpool School of Tropical Medicine has provided world-leading research and education in health and tropical medicine. But our journey has only just begun. After LSTM was awarded Higher Education Institute status in 2013 a period of extensive institutional change has taken place.
It was during this period of change that LSTM undertook an ambitious project of implementing a full suite of new tools to support learning and teaching, at the core of which was a new VLE ‘Brightspace’. This presented challenges but also opportunities to design and shape the learning environment to the needs of our diverse students and exploit new techniques to develop regular engagement leading to deeper learning.
This presentation will demonstrate how the selection, design and delivery of technologies have nurtured an enhanced learning experience for staff and students at the school.
#ALTNWESIG 2016 - University of Cumbria Tuesday 7th June, 2016 Alex Spiers
Our second event of 2016 sees us visit the lovely University of Cumbria (Lancaster Campus) on Tuesday 7th June, 2016 from 11:00 AM to 2.30 PM (Lunch will be provided)
Full programme to follow but is likely to include these topics:
BYOD/Mobile Strategy
Teaching Excellence Framework (TEF) white paper
ePortfolios & Pebbplepad V5
Turnitin Feedback Studio
VLE Review
Digital Capabilities
If you have an issue, case study or topic relevant to the group then get involved! Please get in touch with Alex livasp@liverpool.ac.uk or Chris c.r.jones1@ljmu.ac.uk
Please get in touch with Esther Jubb by Thursday 3rd June if you have any dietary requirements Esther.jubb@cumbria.ac.uk
The North West England Sig (#ALTNWESIG) exists to provide a network for the exchange of ideas and practices in relation to current issues in educational technology with the aim of supporting the informed use of learning technologies in North West England. Join us in our Google Plus Community
Hashtag for the day will be #ALTNWESIG
Look forward to seeing you all soon
Alex, Chris & Esther
WHEN
Tuesday, June 7, 2016 from 11:00 AM to 2:30 PM (BST) - Add to Calendar
WHERE
Alexandra Building - University of Cumbria, Lancaster, LA1 3JD - View Map
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
7. Activity One
• Manage my Modules
• Find and enrol on BBTALEX2011
• Run the Set Up Wizard
• Create a welcome message
8.
9. Formative Assessment
Role of formative assessment significant in
promoting student learning
– Produce feedback to improve / accelerate learning
– Promote ‘deep’ approaches
‘Formative learning’ requires ‘conditions’ of
formative feedback to be met
– Detailed, understandable, ‘when it still matters’.
Gibbs, G. & Simpson, C. (2004). Conditions under which assessment supports learning.
Learning and Teaching in Higher Education. 1, 3-31.
Nicol, D. J. & Macfarlane-Dick, D. (2006). Formative Assessment and Self-Regulated Learning:
A Model and Seven Principles of Good Feedback Practice. Studies in Higher Education. 31
(2), 199-218.
12. Issues
• Unlike text, an audio file cannot be searched.
• Length of recordings vs engagement.
• Time considerations for lecturers re
creation, editing and upload.
• Accessibility
13. Staff time
commitment
http://www.flickr.com/photos/helloturkeytoe/4581002553/
14. Staff Time Commitment
• Structural constraints precluding formative
assessment
– Extant research inconclusive [4, 5]
• Time requirements of voice emails smaller
– 40% quicker; less variability per submission
– ‘Voice email’ time efficiencies
Voice Dec. (5dp) Min/Sec Written Dec. (5dp) Min/Sec
M 0.06407 3.50 M 0.10309 6.11
SD 0.00475 0.17 SD 0.01999 1.11
R 0.01861 1.06 R 0.07778 4.40
Total time 1.34556 1.20.44 Total time 2.16556 2.09.54
16. Data Themes (clarity)
“At first I thought it was quite funny to hear [the
tutor’s+ voice on my laptop, but it was actually really
good. I enjoyed receiving the feedback a lot more
than I thought I would. During my time
here, feedback has not been given very well
and this was the first module that I had feedback I
actually understood. I could play it over again to listen
and just take really good notes of what I was
expected to do and what I could change.” [Student 18]
17. Data Themes (detail)
“The audio feedback was] more than detailed, yeah.
Without giving me the answers, he did give me a lot
of guidelines and stuff I should look into and stuff I
should take out.
Whereas I wouldn’t really get that, like, on written
feedback ‘cos it would be hard to, like, say
something without giving you the answer.
Whereas... It’s weird, you can find more words when
you are speaking the feedback.” *Student 9+
18. Data themes
(learning behaviour)
“Definitely. It was short, concise and very much to the
point – giving me options to choose from as well [...] It
was good feedback telling me what I did wrong. I think
a lot of teachers just don’t really tell you what you did
wrong; they just tell you ‘that wasn’t right’.
Then they don’t really give you a proper answer about
what to change. Whereas here, I really did get a good
idea about how to do it differently in order to up my
mark.” *Student 18+
20. Other themes
• Emulated face-to-face meeting with tutor
• Personalised and informal
• Voice intonation was motivating
• Some found they re-used the feedback more
than written
• Feedback use behaviour
– Preference for streaming
• Issues…
22. Activity Two
• Record and send audio feedback message to
each other
• Provide feedback on this session
23.
24. References
1. Gibbs, G. & Simpson, C. (2004). Conditions under which assessment supports
learning. Learning and Teaching in Higher Education. 1, 3-31.
2. Nicol, D. J. & Macfarlane-Dick, D. (2006). Formative Assessment and Self-Regulated
Learning: A Model and Seven Principles of Good Feedback Practice. Studies in Higher
Education. 31 (2), 199-218.
3. Merry, S. & and Orsmond, P. (2008). Students’ attitudes to and usage of academic
feedback provided via audio files, Bioscience Education, 11 (3),
http://www.bioscience.heacademy.ac.uk/journal/vol11/beej-11-3.pdf
4. Rotheram, B. (2009). Sounds Good: Quicker, better assessment using audio feedback
(Final Report – JISC Project), Joint Information Systems Committee, London.
http://www.jisc.ac.uk/whatwedo/programmes/usersandinnovation/soundsgood.asp
x
5. Ice, P., Reagan, C., Perry, P. & Wells, J. (2007). Using synchronous audio feedback to
enhance teaching presence and students’ sense of community, Journal of
Asynchronous Learning Networks, 11 (2), pp 3-25.
6. Sipple, S. (2007). Ideas in practice: development writers‟ attitudes towards audio
and written feedback, Journal of Developmental Education, 30 (3), pp 22-31.
25. Thank you for listening
tiny.cc/audiofeedback
a.spiers@ljmu.ac.uk
LTECHLJMU
alexander.spiers
