An interprofessional project aimed to help prepare college students for university through developing online academic skills tutorials. The tutorials covered topics like critical thinking, reflective writing, and essay structure. They included video examples from staff and students to normalize anxiety and make university seem approachable. Evaluations found the tutorials increased students' academic and psychological readiness for university by over 50%. They learned skills to succeed while gaining confidence in their abilities. The simple online format engaged students and proved an accessible way to boost preparation for higher education.
Leveraging learning technologies to support Indigenous postgraduate students ...Blackboard APAC
Professor Adrian Miller is the Pro Vice-Chancellor of Indigenous Leadership at Charles Darwin University. Prior to this role, he was the Academic Director of Indigenous Education and Research at Griffith University in Brisbane where he managed Indigenous education and research activities, and policy and strategy development and implementation.
Professor Miller has made significant contributions to Indigenous health and education. This has been achieved through successful competitive and non-competitive research grants, publication outputs, long-term Indigenous community engagement and public policy development. Research capacity development has been a primary focus for these research activities, which has led to positive outcomes for Indigenous community members and organisations. The highly collaborative manner in which he has undertaken research has contributed to intellectual and methodological development in these fields. He has a strong interest in applied and translational research and twice been awarded Australian College of Educators Teaching Award.
Professor Miller has undertaken leadership roles in community-based and government committees to advocate the views of Aboriginal and Torres Strait Islander families.
Leveraging learning technologies to support Indigenous postgraduate students ...Blackboard APAC
Professor Adrian Miller is the Pro Vice-Chancellor of Indigenous Leadership at Charles Darwin University. Prior to this role, he was the Academic Director of Indigenous Education and Research at Griffith University in Brisbane where he managed Indigenous education and research activities, and policy and strategy development and implementation.
Professor Miller has made significant contributions to Indigenous health and education. This has been achieved through successful competitive and non-competitive research grants, publication outputs, long-term Indigenous community engagement and public policy development. Research capacity development has been a primary focus for these research activities, which has led to positive outcomes for Indigenous community members and organisations. The highly collaborative manner in which he has undertaken research has contributed to intellectual and methodological development in these fields. He has a strong interest in applied and translational research and twice been awarded Australian College of Educators Teaching Award.
Professor Miller has undertaken leadership roles in community-based and government committees to advocate the views of Aboriginal and Torres Strait Islander families.
Webinar presented by Nicole Crawford and Cathy Stone discusses preliminary findings from research into supporting the mental wellbeing of mature-aged students in regional and remote Australia, through ensuring that, in this time of physical distancing, online learning is delivered in ways that enhance student engagement and student wellbeing.
Designing an Online Curriculum ~ What can go wrong. Includes addressing the problem with a hesitant instructor & adding interactivity to a static curriculum.
CMC3 South Spring 2016 Active Learning and Social MediaFred Feldon
How to incorporate technology, social media, flipping, and other tips and tricks to increase face-to-face and online student interaction, participation, and whole-class discussion of higher-level concepts, which profoundly change the teaching/learning process.
Flipped Classrooms: A Powerful Teaching Tool, But Not a PanaceaRich McCue
Adopting a flipped classroom approach can free up valuable in-class time by using videos and exercises that students watch and complete as homework, or “pre-work." This allows teachers to more easily differentiate their instruction and allows students to learn at their own pace. Teachers can typically spend more one-on-one time with students who are struggling during class time, and allows for more student selected project based learning to engage students. This talk includes an overview of the flipped learning model, a demonstration of one approach to flipping a classroom, and discussion of where flipped learning works and does not work well—along with equity issues to keep in mind when implementing.
Slides for a presentation at MADLaT 2012, Winnipeg, MB on May 4, 2012.
Looks at process and self-study of 2 profs & related focus group held by an M.Ed. student.
EPSS for Faculty Development (In-Progress Project)Saul Carliner
In this project, a team comprised of members from university and a Cegep are developing an alternate approach to professional development: an electronic performance support system (EpSS) that provides teaching support online and consists of (a) generalized and discipline-specific research-based guidance for their most significant challenges as identified by a needs assessment; (b) teaching cases that illustrate practical applications in the classroom and (c) other approaches to engage faculty with this system. This session, by the research team describes the system and summarizes the first topics covered.
Blackboard not Blackbored: Engaging and enabling students in the Tertiary Ena...Blackboard APAC
The Tertiary Enabling Program (TEP) at Charles Darwin University is a semester long university preparation program for students unable to directly enter undergraduate study. With a cohort consisting of 80% of students studying online, Blackboard plays a central role in engaging and enabling TEP students with the necessary skills and knowledge for undergraduate study. To increase student engagement in TEP, a number of initiatives have been put in place this year designed to maximise the use of interactive digital technologies and changing pedagogies. One of the main drivers for these new initiatives was the analysis of data captured in Blackboard showing that early engagement by students increases their likelihood of successfully completing TEP as well as identifying critical points of engagement during the semester.
To maximise early engagement and prepare students for TEP studies, the first week of study for all new TEP students has been devoted to a new online initiative called TEP Start which is the focus of this presentation. TEP Start was specifically developed for the online learner to improve the student experience, build their confidence and give them the skills to succeed. TEP Start was developed with the expectation that students would engage and interact with the learning materials on Blackboard, thus moving away from the traditional method of ‘content based’ online learning. This online engagement includes classes hosted in Collaborate Ultra, game-based learning activities and short micro-lectures. Hosted on a dedicated Blackboard site, TEP Start was specifically developed using design principles such as colour coding, visual hierarchy, repetition, images, icons in addition to limited text; all to direct the student’s eye to what is important and to influence how they interact with the content.
The initial results of the TEP Start initiative are highly encouraging. The majority of students completed all components of TEP Start and the feedback from students and staff on TEP Start is overwhelmingly positive.
Developing opportunities for teaching and learning conversationsKathrine S. H. Jensen
Presentation at the Inside Gov event on Embedding Excellence in the Higher Education Curriculum, 27th March in London, UK.
http://www.insidegovernment.co.uk/higher-curriculum-speaker-presentations432
Following a useful session on retention on the 26th November, there is an increasing interest for managers to have a useful summary of lessons from research around blended/digital delivery.
Although there are many sources of good information available, having this summarised and reflecting on how it may be useful in practice should be helpful for a busy manager in ensuring well researched thinking is informing management and operational practice. As with many aspects of Covid, it can be helpful to be guided by the science.
Presentation delivered by John Laird, HMI, Education Scotland, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Recording available at: https://www.youtube.com/watch?v=oari0oHrJIk
Webinar presented by Nicole Crawford and Cathy Stone discusses preliminary findings from research into supporting the mental wellbeing of mature-aged students in regional and remote Australia, through ensuring that, in this time of physical distancing, online learning is delivered in ways that enhance student engagement and student wellbeing.
Designing an Online Curriculum ~ What can go wrong. Includes addressing the problem with a hesitant instructor & adding interactivity to a static curriculum.
CMC3 South Spring 2016 Active Learning and Social MediaFred Feldon
How to incorporate technology, social media, flipping, and other tips and tricks to increase face-to-face and online student interaction, participation, and whole-class discussion of higher-level concepts, which profoundly change the teaching/learning process.
Flipped Classrooms: A Powerful Teaching Tool, But Not a PanaceaRich McCue
Adopting a flipped classroom approach can free up valuable in-class time by using videos and exercises that students watch and complete as homework, or “pre-work." This allows teachers to more easily differentiate their instruction and allows students to learn at their own pace. Teachers can typically spend more one-on-one time with students who are struggling during class time, and allows for more student selected project based learning to engage students. This talk includes an overview of the flipped learning model, a demonstration of one approach to flipping a classroom, and discussion of where flipped learning works and does not work well—along with equity issues to keep in mind when implementing.
Slides for a presentation at MADLaT 2012, Winnipeg, MB on May 4, 2012.
Looks at process and self-study of 2 profs & related focus group held by an M.Ed. student.
EPSS for Faculty Development (In-Progress Project)Saul Carliner
In this project, a team comprised of members from university and a Cegep are developing an alternate approach to professional development: an electronic performance support system (EpSS) that provides teaching support online and consists of (a) generalized and discipline-specific research-based guidance for their most significant challenges as identified by a needs assessment; (b) teaching cases that illustrate practical applications in the classroom and (c) other approaches to engage faculty with this system. This session, by the research team describes the system and summarizes the first topics covered.
Blackboard not Blackbored: Engaging and enabling students in the Tertiary Ena...Blackboard APAC
The Tertiary Enabling Program (TEP) at Charles Darwin University is a semester long university preparation program for students unable to directly enter undergraduate study. With a cohort consisting of 80% of students studying online, Blackboard plays a central role in engaging and enabling TEP students with the necessary skills and knowledge for undergraduate study. To increase student engagement in TEP, a number of initiatives have been put in place this year designed to maximise the use of interactive digital technologies and changing pedagogies. One of the main drivers for these new initiatives was the analysis of data captured in Blackboard showing that early engagement by students increases their likelihood of successfully completing TEP as well as identifying critical points of engagement during the semester.
To maximise early engagement and prepare students for TEP studies, the first week of study for all new TEP students has been devoted to a new online initiative called TEP Start which is the focus of this presentation. TEP Start was specifically developed for the online learner to improve the student experience, build their confidence and give them the skills to succeed. TEP Start was developed with the expectation that students would engage and interact with the learning materials on Blackboard, thus moving away from the traditional method of ‘content based’ online learning. This online engagement includes classes hosted in Collaborate Ultra, game-based learning activities and short micro-lectures. Hosted on a dedicated Blackboard site, TEP Start was specifically developed using design principles such as colour coding, visual hierarchy, repetition, images, icons in addition to limited text; all to direct the student’s eye to what is important and to influence how they interact with the content.
The initial results of the TEP Start initiative are highly encouraging. The majority of students completed all components of TEP Start and the feedback from students and staff on TEP Start is overwhelmingly positive.
Developing opportunities for teaching and learning conversationsKathrine S. H. Jensen
Presentation at the Inside Gov event on Embedding Excellence in the Higher Education Curriculum, 27th March in London, UK.
http://www.insidegovernment.co.uk/higher-curriculum-speaker-presentations432
Following a useful session on retention on the 26th November, there is an increasing interest for managers to have a useful summary of lessons from research around blended/digital delivery.
Although there are many sources of good information available, having this summarised and reflecting on how it may be useful in practice should be helpful for a busy manager in ensuring well researched thinking is informing management and operational practice. As with many aspects of Covid, it can be helpful to be guided by the science.
Presentation delivered by John Laird, HMI, Education Scotland, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Recording available at: https://www.youtube.com/watch?v=oari0oHrJIk
What gets in the way of responding to child neglect?BASPCAN
The development of an innovative organisational learning package
Hannah Roscoe Senior Research Analyst SCIE
Jane Wiffin SCIE Associate
Social Care Institute for Excellence
Transition Pedagogy and the PostGraduate Student ExperienceSally Kift
Presentation at National Postgraduate Student Experience Symposium https://postgraduatestudentexperience.com/
Kift, S. (2016). The First Year Postgraduate Experience. In National Postgraduate Student Experience Symposium, Bond University, Gold Coast. 7-8 April 2016.
Dale's Cone of Experience is a model that incorporates several theories related to instructional design and learning processes. During the 1960s, Edgar Dale theorized that learners retain more information by what they “do” as opposed to what is “heard”, “read” or “observed”.
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.
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
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
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.
1. Going to uni is no longer a
pipedream:
How an interprofessional project transformed learners
and prepared them for their next destination in higher
education
Dr Jane McKay, Academic DevelopmentTutor
Dr Lina Petrakieva, Academic DevelopmentTutor
Lynn Sheridan, Lecturer in SocialWork
School of Health & Life Sciences
Glasgow Caledonian University
2. Interprofessional context
GGAP
• Greater Glasgow Articulation Project
• Enhancing 1st generation student articulation pathways
CUSP
• College University Subject Partnerships
• Working groups of staff from FE and HE
Research
• Funding to explore pathways
• Led to identification of support needs
Needs
identified
• Academic
• Psychological
2
4. Literature
Students may feel sense of ‘dislocation and loss’ as find themselves
less prepared than traditional entry counterparts (Cree et al., 2009)
FE-HE Differences may include:
Very different approaches to L&T
Emphasis on critical appraisal and independent learning
Staff may be perceived to be unapproachable (Barron & D’Annunzio-
Green, 2009)
Social work students tend to be first generation, mature and often
have care commitments so have additional challenges (Cree et al.,
2009)
Without early targeted support, these students are at increased risk
of drop-out and failure (Gale & Parker, 2014)
4
5. What we did
Academic skills enhancement:
Development of a package of web-based academic skills
tutorials to support the college to university transition.
Key features:
Auditory and visual components – video format
Sequential
Contextualised
Integrated learning activities to consolidate learning
5
6. What we did
To address confidence and anxiety issues:
Student videos
Staff welcome videos
All materials hosted on website:
www.destinationsocialwork.com
6
8. Evaluation
Pilot – 88 questionnaires completed by college students.
Preliminary feedback all very positive, e.g.
51% students reported that it had made them more likely to
consider going to university
Final evaluation
Qualitative (3 college staff interviews and 3 student focus
groups with college students)
Quantitative (from 3 different sources)
8
9. Example of theme building process
Raw data
1st order
theme
2nd order
theme
General
dimension
Positive
outcomes
Increased
psychological
preparedness
for higher
education
Made
university seem
achievable
It makes it seem easier to
achieve….I think it is just
such a helpful tool
Increased
confidence in
writing ability
It’s not just like you’re going
to this big place and you’re
all alone, like people
have done it before
Normalised
feelings of
anxiety
I felt like well there must be
other people that feel the
way I’m feeling and needing
this sort of help
9
(Berg & Lune, 2012)
10. Student focus groups –
commonly reported issues
Use of examples “cemented understanding” and discipline specific – “easy to
relate to”
User-friendly and simple language
“…it’s like an easy guide to writing”
“…no kind of unnecessary complications or jargon”
Format
Real-life staff and student videos
“I think as well there’s so many horror stories about going to uni…but the bit I liked was
that every lecturer said that they were looking forward to meeting us and that if we ever
needed support just to ask…”
“Nobody in my family has ever been to uni; it’s still a wee bit of a taboo so I expected it to
be really posh with people using big words, maybe a bit snooty, but nobody seemed like
that, they were just like your average people.”
10
11. Student focus groups –
commonly reported issues
Enhanced understanding of academic skills
“…it’s actually taught me how to write. I now know why a paragraph is
there and how you use a paragraph properly. I’ve been ranting about it –
‘you need to go and see this website!’”
Increased psychological preparedness for HE
“I think it was good because I sometimes I think about going to uni as a
pipedream but I think with that it showed you what’s expected and it didn’t
really seem as scary if I’m to progress on to uni, I found that quite useful.”
11
12. Staff interviews – commonly
reported issues
o Supported teaching
“You’re always struggling with how to pitch it but when I watched the video I
realised I was making it too complex”
o Useful in other learning contexts (e.g. academic levels/subjects)
o Engaging features – echoed student feedback
o Positive outcomes, e.g. freeing up staff time, building
confidence
“I think it took away some of the fear by showing that there are support
mechanisms and I thought that confidence building was a big thing for them.”
12
14. Evaluation – quantitative
Feedback survey on website
97% found it useful or very useful
14
89%
47%
42%
86%
57%
43%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Skills for Uni Student interviews Meet the staff
Percentageofresponses
Website area
Area reported as useful
at college at university
15. Evaluation – quantitative
Google Analytics
Page views >4000
More than 86% from UK (other popular are USA and Russia)
Average visit duration 5:22min
Average number of pages visited 3.92
Visits:
from a computer >76%
From mobile devices 19%
15
16. Evaluation – quantitative
YouTube statistics
Total views >5800 views
Accessed by a variety of countries
Country Views Average view duration
United Kingdom 550 (41%) 3:06
Canada 185 (14%) 1:09
United States 162 (12%) 2:24
Australia 149 (11%) 2:33
Ireland 45 (3.4%) 3:51
New Zealand 36 (2.7%) 2:07
Jamaica 17 (1.3%) 5:23
Malaysia 11 (0.8%) 2:14
Singapore 10 (0.7%) 1:39
16
17. Evaluation – quantitative
YouTube statistics
Skills for Uni – Reflective practice - 1400 views
97% fromYouTube directly
Most traffic throughYouTube recommendation and directYouTube searches
(66%)
Top websites to navigate to video:
destinationsocialwork.com (44%)
edgehill.ac.uk (21%)
deakin.edu.au (16%)
Skills for Uni – Critical thinking ≈600 views
Skills for Uni – Features of academic writing ≈480
Skills for Uni – Reflective writing ≈480
17
18. Conclusion and reflections
A relatively simple intervention can have a transformative
effect on students’ academic and psychological preparedness
for higher education.
Lessons learned:
The psychological component of support needs cannot be
underestimated; academic and psychological preparation should be
addressed collectively.
Promote engagement with contextualised examples
Keep teaching simple; avoid complex language and jargon
Select formats that students will be familiar with. Using established,
open platforms likeYouTube will increase accessibility.
18
19. References
Barron, P. & D’Annunzio-Green, N. (2009).A smooth transition?:
Education and social expectations of direct entry students. Activity
Learning in Higher Education, 10, 7-25.
Berg, B.L., & Lune, H. (2012). Qualitative Research Methods for the Social
Sciences, 8th edn. NewYork: Pearson.
Cree,V. E., Hounsell, J., Christie, H., McCune,V. &Tett, L. (2009). From
further education to higher education: Social work students' experiences
of transition to an ancient research-led university. SocialWork Education,
28(8), 877-901.
Gayle,T. & Parker, S. (2014). Navigating change: a typology of student
transition in higher education. Studies in Higher Education, 39(5), 734-753.
19