Poster Digital Champions - University of Liverpool

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Our poster prepared for the HEA Social Sciences 2014 conference - a project using peer-assisted learning approach to develop students' digital and information literacies and aid their transition to HE.

Education

Poster Digital Champions - University of Liverpool

Our presentation and workshop at ALTC-2013 conference on our team development, using metaphors for this reflection. Presented by Tunde Varga-Atkins and Phil Walker Credit to all the team who contributed in its design: Dan Roberts, Debbie Prescott, Paul Duvall and Nick Bunyan, eLearning Unit @ University of Liverpool. Acknowledgements to those in EdDev who helped test-run this session. See also our use of metaphors in a research project with Sarra Saffron Powell, Powell, S. S.; Varga-Atkins, T. (2013) „Digital Literacies: A Study of Perspectivesand Practices of Academic Staff‟ : a project report. Written for the SEDA Small Grants Scheme. Liverpool: University of Liverpool. July. Version 1 http://www.academia.edu/4364602/Digital_Literacies_A_study_of_perspectives_and_practices_of_academic_staff_2013_by_Sarra_Saffron_Powell_and_Tunde_Varga-Atkins

Poster slides for tablet hea digital championsTünde Varga-Atkins

Seda post its surveys vs focus groups vs ngtTünde Varga-Atkins

What’s in a name? Defining and developing information and digital literacies...

Tünde Varga-Atkins

What’s in a name? Defining and developing information and digital literacies through EBL We will focus on digital literacies from a curriculum development point of view, reporting on our experiences with a new, enquiry-based learning module for second year undergraduate students at the University of Liverpool. The enquiry-based learning model was developed by the academic lead in collaboration with learning technology and library staff. This partnership allowed us to research the extent to which enquiry-based learning a good vehicle to develop students’ digital and information literacies, but also to consider the overlaps and distinctions between these literacies, and how these could be developed in tandem. Could partnerships or communities of practice enable digital and information literacies to be embedded into your curricula? How can definitions and distinctions help, or hinder student, and staff engagement and understanding? Come to the session to hear about our research, experiences and reflections and consider how they may apply to your own institution Emma Thompson, academic liaison librarian, and Tünde Varga-Atkins, learning technologist, University of Liverpool Theme is: Do names (definitions) really matter? Just a literary addition for those interested - from Shakespeare (Wikipedia) In Act II, Scene I of the play, the line is said by Juliet in reference to Romeo's house, Montague which would imply that his name means nothing and they should be together. Juliet: O Romeo, Romeo! wherefore art thou Romeo?Deny thy father and refuse thy name;Or, if thou wilt not, be but sworn my love,And I'll no longer be a Capulet. Romeo: [Aside] Shall I hear more, or shall I speak at this? Juliet: 'Tis but thy name that is my enemy;Thou art thyself, though not a Montague.What's Montague? it is nor hand, nor foot,Nor arm, nor face, nor any other partBelonging to a man. O, be some other name!What's in a name? that which we call a roseBy any other name would smell as sweet;So Romeo would, were he not Romeo call'd,Retain that dear perfection which he owesWithout that title. Romeo, doff thy name,And for that name which is no part of theeTake all myself. Romeo: I take thee at thy word:Call me but love, and I'll be new baptized;Henceforth I never will be Romeo.

Slides accompanying a 90-min SEDA workshop on 15th Nov 2012. Credit to Tunde Varga-Atkins, Jaye McIsaac and Ian Willis, University of Liverpool. It is the first time we have introduced our new, combined approach for gathering student feedback on teaching. The method can also be used in other contexts such as curriculum review or development. The Nominal Group Technique is akin to focus groups, but with more structure and an immediate, quantitative output. Our approach has been to combine two stages: stage 1, focus group, followed by stage 2: nominal group. We have found this an effective approach at the University of Liverpool.

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Tünde Varga-Atkins

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Crafting poems for data analysis?

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One stitch in time, saves nine: Illustrating the helpfulness of theory in lea...

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How do we design for digitally fluent professionals?

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Digital capabilities now and in the world to come - Tunde Varga-Atkins

Tünde Varga-Atkins

Digital capabilities in curriculum design #1771 #ALTC

Tünde Varga-Atkins

Cityscape as a metaphor for assessment practice: report on an evaluation of e...

Tünde Varga-Atkins

Digital Champions HEA pilot: supporting Year 1 students with academic transition

Tünde Varga-Atkins

A pilot project entitled “Supporting transition with peer-assisted learning and digital stories” funded by the HEA, has been running this year at the University of Liverpool’s Management School. Two digital stories from the third-year Digital Champions are now available on writing assignments, which can be used as useful resources for first-year students. See more detail at: http://digilearnblog.liv.ac.uk tag: 'Digital Champions'

A bit about ELESIG North West - at ALT NWE SIG meeting

Tünde Varga-Atkins

Diagrams to discourse and discourse to diagrams: using visual representation ...

Tünde Varga-Atkins

Combatting survey fatigue: uncovering the student learning experience using the

Tünde Varga-Atkins

Focus groups

Tünde Varga-Atkins

Using the nominal group technique with clickers to research student experienc...

Tünde Varga-Atkins

Diagrammatic elicitation & When to use diagrams, drawings and cartoons?

Tünde Varga-Atkins

This presentation was given by Tunde Varga-Atkins at the 2011 International Visual Methods conference at the Open University, UK, Milton Keynes (Sep13-15 2011). It is a collaboration between Muriah Umoquit, Peggy Tso, Tunde and Mark O'Brien and Johannes Wheeldon. It combines two papers into one (one on terminology and diagrammatic elicitation) and another one on the ontological consequences of using diagrams, drawings and cartoons. (This combination was due to an admin error - both papers are available in more detail on request.)

Using wikis to promote the personal and professional development of undergrad...

Tünde Varga-Atkins

Using wikis to promote the personal and professional development of undergraduate medical students: a report for the CETL in Developing Professionalism. Cite this report as: Dangerfield, P; Varga-Atkins, T with contributions from Bunyan, N; McKinnell, S; Ralph, M; Brigden, D and Williams D (2009) Using wikis to promote the personal and professional development of undergraduate medical students: a report for the CETL in Developing Professionalism. Liverpool: University of Liverpool.

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