Part of the Association of National Teaching Fellow symposium 2020. This is my pathway that i shared - the 'PIP' slot where one Professor shares their journey with the audience, and we discuss ways forward
The document summarizes an open meeting for an e-learning project advisory group at the University of Brighton on February 13, 2008. The meeting agenda included introductory and concluding plenary sessions with activities in between to develop discussion, invite expertise, and encourage participation. Examples of work in progress and broader initiatives were to be discussed. A case study video from the JISC explored the learner's perspective on e-learning. The document also discussed learners' use of personal technologies and preferences being underrecognized in institutions, where e-learning skills are underestimated.
The document discusses using Web 2.0 environments and professional networks for competence development and professional networking. It describes how personal learning environments (PLEs) help learners manage their own learning goals and content. Some advanced students arrange content and contacts into personal and professional networks, with the transition from PLE to professional learning network (PfLN) supporting lifelong learning. Building a PLE provides a core for expanding networks and socialization processes that allow learners to share and reuse resources.
1. The document discusses a framework called the 3E Framework for contextualizing technology-enhanced learning (TEL) practice. The 3E Framework aims to provide structure for TEL strategies while allowing flexibility for different subjects and ownership among educators.
2. The 3E Framework focuses on enhancing, extending, and empowering learning. Examples are provided such as using forums for peer support, wikis for group projects, and connecting students to professional communities.
3. Initial response to the 3E Framework at Edinburgh Napier University has been positive, with many module mappings and case studies submitted and educators discussing how to apply the framework. Evaluation of adoption and sharing approaches with other institutions will continue.
This document provides an overview of a presentation on teaching with educational technologies. It discusses key facts about eLearning and how students learn. It emphasizes that technology alone does not improve learning and that pedagogy is most important. The TPACK framework is introduced to help teachers integrate technology effectively. Blended learning models and scenarios are described. Guidelines are provided for using multimedia and managing attentional resources. Video is discussed as a tool to illustrate concepts before, during and after class.
This document describes a blended learning approach used in a community learning and participation degree program to develop critical reflection skills. Students participated in recorded field visits and discussions that were posted online. This allowed asynchronous participation and provided material for moderated online forums. Evaluations found this approach helped students transition between spoken and written analysis by replaying discussions. It also provided continuity in a blended program and brought multiple perspectives to discussions and assessments. Future adaptations may include using additional interactive tools to make forums more engaging.
The UWS Fellowship Scheme provides a means for staff to gain recognition for their work in teaching and supporting student learning through obtaining accreditation from the UK Professional Standards Framework. The scheme involves staff engaging in professional development activities, critically reflecting on their practice, gathering evidence mapped to the Framework, and submitting an application. Applications can be made for Associate Fellow, Fellow, Senior Fellow or Principal Fellow levels. The scheme aims to support all relevant staff in achieving Fellowship status by 2017/18 and provides workshops, mentoring, and guidance throughout the application process. Initial feedback indicates the scheme is welcomed by staff as an opportunity to gain external recognition for their work in teaching.
The document summarizes research from the OpenHabitat project, which explored using multi-user virtual environments (MUVEs) in higher education. The researchers found that once instructors became literate in MUVEs, they saw them as offering experiential learning opportunities rather than requiring new pedagogies. The 'otherness' of MUVEs provides reflection opportunities for students and teachers. The project's two pilots revealed that successful learning relies more on social literacies and student-teacher dialogue than on skills-based planning or strict adherence to in-world construction. Overall, MUVEs should be seen as immersive experiences that contextualize course content in a new environment and support peer learning.
The POE strategy involves 3 steps: 1) Students predict the outcome of a demonstration, 2) They observe the actual outcome, and 3) They explain any differences between their predictions and observations. This strategy is used to uncover students' initial ideas and generate discussion. It can also motivate students to explore concepts and generate investigations. The document provides examples of how POE has been implemented using discussion forums and wikis in online science courses.
The document summarizes an open meeting for an e-learning project advisory group at the University of Brighton on February 13, 2008. The meeting agenda included introductory and concluding plenary sessions with activities in between to develop discussion, invite expertise, and encourage participation. Examples of work in progress and broader initiatives were to be discussed. A case study video from the JISC explored the learner's perspective on e-learning. The document also discussed learners' use of personal technologies and preferences being underrecognized in institutions, where e-learning skills are underestimated.
The document discusses using Web 2.0 environments and professional networks for competence development and professional networking. It describes how personal learning environments (PLEs) help learners manage their own learning goals and content. Some advanced students arrange content and contacts into personal and professional networks, with the transition from PLE to professional learning network (PfLN) supporting lifelong learning. Building a PLE provides a core for expanding networks and socialization processes that allow learners to share and reuse resources.
1. The document discusses a framework called the 3E Framework for contextualizing technology-enhanced learning (TEL) practice. The 3E Framework aims to provide structure for TEL strategies while allowing flexibility for different subjects and ownership among educators.
2. The 3E Framework focuses on enhancing, extending, and empowering learning. Examples are provided such as using forums for peer support, wikis for group projects, and connecting students to professional communities.
3. Initial response to the 3E Framework at Edinburgh Napier University has been positive, with many module mappings and case studies submitted and educators discussing how to apply the framework. Evaluation of adoption and sharing approaches with other institutions will continue.
This document provides an overview of a presentation on teaching with educational technologies. It discusses key facts about eLearning and how students learn. It emphasizes that technology alone does not improve learning and that pedagogy is most important. The TPACK framework is introduced to help teachers integrate technology effectively. Blended learning models and scenarios are described. Guidelines are provided for using multimedia and managing attentional resources. Video is discussed as a tool to illustrate concepts before, during and after class.
This document describes a blended learning approach used in a community learning and participation degree program to develop critical reflection skills. Students participated in recorded field visits and discussions that were posted online. This allowed asynchronous participation and provided material for moderated online forums. Evaluations found this approach helped students transition between spoken and written analysis by replaying discussions. It also provided continuity in a blended program and brought multiple perspectives to discussions and assessments. Future adaptations may include using additional interactive tools to make forums more engaging.
The UWS Fellowship Scheme provides a means for staff to gain recognition for their work in teaching and supporting student learning through obtaining accreditation from the UK Professional Standards Framework. The scheme involves staff engaging in professional development activities, critically reflecting on their practice, gathering evidence mapped to the Framework, and submitting an application. Applications can be made for Associate Fellow, Fellow, Senior Fellow or Principal Fellow levels. The scheme aims to support all relevant staff in achieving Fellowship status by 2017/18 and provides workshops, mentoring, and guidance throughout the application process. Initial feedback indicates the scheme is welcomed by staff as an opportunity to gain external recognition for their work in teaching.
The document summarizes research from the OpenHabitat project, which explored using multi-user virtual environments (MUVEs) in higher education. The researchers found that once instructors became literate in MUVEs, they saw them as offering experiential learning opportunities rather than requiring new pedagogies. The 'otherness' of MUVEs provides reflection opportunities for students and teachers. The project's two pilots revealed that successful learning relies more on social literacies and student-teacher dialogue than on skills-based planning or strict adherence to in-world construction. Overall, MUVEs should be seen as immersive experiences that contextualize course content in a new environment and support peer learning.
The POE strategy involves 3 steps: 1) Students predict the outcome of a demonstration, 2) They observe the actual outcome, and 3) They explain any differences between their predictions and observations. This strategy is used to uncover students' initial ideas and generate discussion. It can also motivate students to explore concepts and generate investigations. The document provides examples of how POE has been implemented using discussion forums and wikis in online science courses.
Something Old. Something New: Supporting Lecture Delivery with Digital Tools. Expanding Communities of Practice with Social Media.
How can we use new technologies of distribution and social support to create effective and pedagogically useful online teaching environments?
This paper offers an in depth analysis of the experience of online learning offered by Harvard University, Penn State University and MIT. It asks what lessons we should consider when adapting new technologies to old teaching methodologies, and more importantly, how these environments may change the way we teach.
Slideset to accompany the 2013 CAS/CADE conference presentationby Daniel Buzzo at the Computer Arts Society, Computers in Art and Design Education conference Bristol 2013.
This document summarizes a presentation on challenges and opportunities related to technology in learning given at the UWS Learning and Teaching Conference. The presentation discussed how the diversity of today's students requires reimagining learning approaches away from passive, didactic styles to more active, collaborative and networked approaches. Challenges mentioned include the need for flexible scheduling and more formative feedback. The flipped classroom model was proposed as an approach to flex teaching by moving direct instruction outside of class and using class time for active learning. Creating video content for the flipped classroom using tools like Camtasia was discussed as a way to develop content once and use it for many students.
This document discusses online communities of practice (CoPs) and describes the Webheads in Action CoP specifically. The Webheads in Action CoP aims to help teachers develop skills for using information and communication technologies (ICT) in language learning. Members participate in a free six-week online workshop each January where they can learn collaboration tools, create materials like blogs and podcasts, and connect with other teachers around the world. Joining provides opportunities to build knowledge, participate in ICT projects, and apply new skills in a professional context.
Building a Pandemic ePortfolio using the Karuta Open Source Portfolio 3.0 Jac...ePortfolios Australia
"The coronavirus pandemic has dramatically changed the landscape of higher education. Over a short period of time, courses have moved online with students being required to adapt to new ways of learning.
Although many tools have been used to enhance the student learning experience, many researchers have long advocated a more holistic, personal, and integrative approach. As eloquently presented by Jenson and Treuer (2014), learning should be put in a much broader context where courses, co-curricular activities, internships, work, and personal experiences, contribute to what are called 20th century lifelong learning skills (collecting, self-regulating, reflecting, integrating, and collaborating).
The Pandemic ePortfolio is an illustration of this more integrative approach using Karuta 3.0, a simple and flexible open source ePortfolio tool supported by the Apereo Foundation. See how a simple yet powerful workflow has been designed to help students make sense of this difficult period.
Jill. D. Jenson and Paul Treuer (2014), Defining the e-Portfolio: What It is and Why it Matters, Change: The Magazine of Higher Learning, 46:2, 50-57, https://doi.org/10.1080/00091383.2014.897192."
The document summarizes an agenda for a conference on Course Business Models (CBM). It includes:
- An overview of the CBM project goals of opening awareness of alternatives to the "OU classic" model and providing tools to foster effective course production and pedagogic debate.
- A review of key achievements to date including developing a 5 view framework and trial exercises.
- Descriptions of the 5 views which analyze course maps, dimensions, pedagogy, costs and performance.
- Potential benefits of CBM including more transparent course development practices and cost-effective proposals across faculties.
Emerging Roles of the 21st-century Learning ProfessionalConnie Malamed
The document discusses how the digital landscape is changing learning and the skills needed for learning professionals. It notes that technology is triggering changes like increased access to information anytime/anywhere through mobile devices. Learning is becoming more social and informal. It advocates empowering learners through curation, communities of practice, mentoring/coaching, and helping develop personal learning environments and networks.
This document discusses how technologies are impacting research practices and academic discourse. It explores how researchers are using tools like blogs, Twitter, SlideShare and social networking to collaborate, disseminate findings and engage in scholarly communication. The emergence of these Web 2.0 technologies is shifting academic practices from individual to social and more openly visible work. While raising new opportunities, it also poses challenges around ensuring quality and managing the fragmented information landscape.
Project: Global Inform is an in-school project where students actually "do" something about human rights violations. Students form groups to create Awareness Campaigns for a violation they most strongly disagree with. This project was designed with and for students.
Enduring Impact What can we learn about ePortfolios by listening to program g...Gail Matthews-DeNatale
The document discusses research into ePortfolios by interviewing graduates of an online master's in education program. It focuses on how alumni describe their ePortfolio experience and what was distinctive and memorable about using ePortfolios for learning. Key discoveries included that ePortfolios helped support self-directed learning by allowing graduates to weave together personal and educational aspects of their lives. Graduates also noted the fluidity of perceived audiences for their ePortfolios, seeing them as resources for themselves, future students, others in their program, professionals in the field, supervisors, and organizational leaders.
PLE11 Workshop proposal:
Design WebQuest 2.0 training scenarios focused on the creation of PLEs for professional development.
Maria A. Perifanou, Pontydysgu,Wales, UK
Graham Attwell, Pontydysgu,Wales, UK
Presented at the 2005 NJEDge.Net Annual Conference by Debbie Kell & Ken Ronkowitz. Traces the development of a collaborative faculty development model (using WebCT training as a focus) that began at NJIT and was adapted to the needs of Mercer County College in New Jersey.
Grainne Conole and Terese Bird presented this in a webinar for Open Education Week 2014, on 14th March 2014. The webinar is an activity of the eMundus EU-funded project about virtual mobility and open educational partnerships.
This document discusses learning design, which aims to make educational design practices more explicit. It proposes a new methodology called "learning design" to shift educational design from an implicit to an explicit and design-based practice. The author provides an overview of learning design research at the Open University, including the development of conceptual design views, a tool for visualizing designs called CompendiumLD, and an online social network called Cloudworks for sharing and discussing learning designs. The author argues that adopting a more principled design approach could help practitioners make more informed choices about designing learning interventions and integrating technology and pedagogy.
Introduction to Technology-Enhanced LearningJosmar Borg
This document provides an overview of technology-enhanced learning (TEL) and discusses how to incorporate TEL into educational practices. It defines TEL and explains why educators should use it. It also discusses how today's students are digital natives who need 21st century skills developed through TEL approaches. The document outlines different TEL activities that can support collaborative and self-directed learning, such as online discussions, presentations, simulations and games. It emphasizes that effective TEL requires aligning technologies with educational theories and philosophies to improve learning outcomes rather than just using technology for its own sake.
Modding the Metaverse; The Pedagogy of Participation - AoIR 2007Joanna Robinson
The document discusses participatory pedagogy and its advantages over traditional didactic teaching methods. Participatory pedagogy incorporates student experiences and knowledge, encourages interaction, and gives students an active role in the learning process. It also discusses how virtual worlds and Web 2.0 technologies can support participatory learning through interactive and collaborative features. The document describes a workshop held in Second Life to explore collaborative modding and building of virtual learning spaces.
1. The document discusses using audio and podcasting in educational contexts beyond just lecture recordings. It highlights emerging innovations that use audio to enhance learner experiences and promote student creativity.
2. A podcasting pilot project tested various models of using audio for teaching and learning. Participants mapped the models on continuums of teacher-centered to student-centered and formal to informal. There was diversity in how the models could be applied.
3. Findings showed audio supports shifting teaching from teacher-centered to student-centered and can be quickly implemented. However, audio is still seen as supplementary. Barriers include mixed competence/confidence and assessing process over product is better.
Michael Wilder will present on preparing to teach an online course and will discuss collaborating with instructional designers to develop online courses, employing strategies to nurture student success, and the process of developing an online course from initial planning through final approval. The presentation will help participants take the next step in preparing to teach online by understanding how to work with a course development team and plan their online course.
Developing a shared curriculum in higher education: from theory to practiceJane Secker
This document discusses developing digital literacy and information literacy skills among undergraduate students through collaborative workshops between the library, technology center, and academic departments at the London School of Economics. It describes a project where students participated in workshops on approaching assignments, reading and writing in their disciplines, and managing information. Emerging findings showed differences between disciplines and a need for clearer expectations and relationship building. Lessons included preparing engaging workshops and platforms for student collaboration and feedback. The goal is to better embed these literacies in the undergraduate curriculum.
Faculty Learning Communities: A Model for Faculty DevelopmentMatt Lewis
Dr. Nancy Pawlyshyn, Dr. Braddlee, and Dr. Laurette Olson co-authored this presentation. On Feb. 16, 2011 Dr. Olson and I presented this to the ELI Educause event in Washington DC.
Something Old. Something New: Supporting Lecture Delivery with Digital Tools. Expanding Communities of Practice with Social Media.
How can we use new technologies of distribution and social support to create effective and pedagogically useful online teaching environments?
This paper offers an in depth analysis of the experience of online learning offered by Harvard University, Penn State University and MIT. It asks what lessons we should consider when adapting new technologies to old teaching methodologies, and more importantly, how these environments may change the way we teach.
Slideset to accompany the 2013 CAS/CADE conference presentationby Daniel Buzzo at the Computer Arts Society, Computers in Art and Design Education conference Bristol 2013.
This document summarizes a presentation on challenges and opportunities related to technology in learning given at the UWS Learning and Teaching Conference. The presentation discussed how the diversity of today's students requires reimagining learning approaches away from passive, didactic styles to more active, collaborative and networked approaches. Challenges mentioned include the need for flexible scheduling and more formative feedback. The flipped classroom model was proposed as an approach to flex teaching by moving direct instruction outside of class and using class time for active learning. Creating video content for the flipped classroom using tools like Camtasia was discussed as a way to develop content once and use it for many students.
This document discusses online communities of practice (CoPs) and describes the Webheads in Action CoP specifically. The Webheads in Action CoP aims to help teachers develop skills for using information and communication technologies (ICT) in language learning. Members participate in a free six-week online workshop each January where they can learn collaboration tools, create materials like blogs and podcasts, and connect with other teachers around the world. Joining provides opportunities to build knowledge, participate in ICT projects, and apply new skills in a professional context.
Building a Pandemic ePortfolio using the Karuta Open Source Portfolio 3.0 Jac...ePortfolios Australia
"The coronavirus pandemic has dramatically changed the landscape of higher education. Over a short period of time, courses have moved online with students being required to adapt to new ways of learning.
Although many tools have been used to enhance the student learning experience, many researchers have long advocated a more holistic, personal, and integrative approach. As eloquently presented by Jenson and Treuer (2014), learning should be put in a much broader context where courses, co-curricular activities, internships, work, and personal experiences, contribute to what are called 20th century lifelong learning skills (collecting, self-regulating, reflecting, integrating, and collaborating).
The Pandemic ePortfolio is an illustration of this more integrative approach using Karuta 3.0, a simple and flexible open source ePortfolio tool supported by the Apereo Foundation. See how a simple yet powerful workflow has been designed to help students make sense of this difficult period.
Jill. D. Jenson and Paul Treuer (2014), Defining the e-Portfolio: What It is and Why it Matters, Change: The Magazine of Higher Learning, 46:2, 50-57, https://doi.org/10.1080/00091383.2014.897192."
The document summarizes an agenda for a conference on Course Business Models (CBM). It includes:
- An overview of the CBM project goals of opening awareness of alternatives to the "OU classic" model and providing tools to foster effective course production and pedagogic debate.
- A review of key achievements to date including developing a 5 view framework and trial exercises.
- Descriptions of the 5 views which analyze course maps, dimensions, pedagogy, costs and performance.
- Potential benefits of CBM including more transparent course development practices and cost-effective proposals across faculties.
Emerging Roles of the 21st-century Learning ProfessionalConnie Malamed
The document discusses how the digital landscape is changing learning and the skills needed for learning professionals. It notes that technology is triggering changes like increased access to information anytime/anywhere through mobile devices. Learning is becoming more social and informal. It advocates empowering learners through curation, communities of practice, mentoring/coaching, and helping develop personal learning environments and networks.
This document discusses how technologies are impacting research practices and academic discourse. It explores how researchers are using tools like blogs, Twitter, SlideShare and social networking to collaborate, disseminate findings and engage in scholarly communication. The emergence of these Web 2.0 technologies is shifting academic practices from individual to social and more openly visible work. While raising new opportunities, it also poses challenges around ensuring quality and managing the fragmented information landscape.
Project: Global Inform is an in-school project where students actually "do" something about human rights violations. Students form groups to create Awareness Campaigns for a violation they most strongly disagree with. This project was designed with and for students.
Enduring Impact What can we learn about ePortfolios by listening to program g...Gail Matthews-DeNatale
The document discusses research into ePortfolios by interviewing graduates of an online master's in education program. It focuses on how alumni describe their ePortfolio experience and what was distinctive and memorable about using ePortfolios for learning. Key discoveries included that ePortfolios helped support self-directed learning by allowing graduates to weave together personal and educational aspects of their lives. Graduates also noted the fluidity of perceived audiences for their ePortfolios, seeing them as resources for themselves, future students, others in their program, professionals in the field, supervisors, and organizational leaders.
PLE11 Workshop proposal:
Design WebQuest 2.0 training scenarios focused on the creation of PLEs for professional development.
Maria A. Perifanou, Pontydysgu,Wales, UK
Graham Attwell, Pontydysgu,Wales, UK
Presented at the 2005 NJEDge.Net Annual Conference by Debbie Kell & Ken Ronkowitz. Traces the development of a collaborative faculty development model (using WebCT training as a focus) that began at NJIT and was adapted to the needs of Mercer County College in New Jersey.
Grainne Conole and Terese Bird presented this in a webinar for Open Education Week 2014, on 14th March 2014. The webinar is an activity of the eMundus EU-funded project about virtual mobility and open educational partnerships.
This document discusses learning design, which aims to make educational design practices more explicit. It proposes a new methodology called "learning design" to shift educational design from an implicit to an explicit and design-based practice. The author provides an overview of learning design research at the Open University, including the development of conceptual design views, a tool for visualizing designs called CompendiumLD, and an online social network called Cloudworks for sharing and discussing learning designs. The author argues that adopting a more principled design approach could help practitioners make more informed choices about designing learning interventions and integrating technology and pedagogy.
Introduction to Technology-Enhanced LearningJosmar Borg
This document provides an overview of technology-enhanced learning (TEL) and discusses how to incorporate TEL into educational practices. It defines TEL and explains why educators should use it. It also discusses how today's students are digital natives who need 21st century skills developed through TEL approaches. The document outlines different TEL activities that can support collaborative and self-directed learning, such as online discussions, presentations, simulations and games. It emphasizes that effective TEL requires aligning technologies with educational theories and philosophies to improve learning outcomes rather than just using technology for its own sake.
Modding the Metaverse; The Pedagogy of Participation - AoIR 2007Joanna Robinson
The document discusses participatory pedagogy and its advantages over traditional didactic teaching methods. Participatory pedagogy incorporates student experiences and knowledge, encourages interaction, and gives students an active role in the learning process. It also discusses how virtual worlds and Web 2.0 technologies can support participatory learning through interactive and collaborative features. The document describes a workshop held in Second Life to explore collaborative modding and building of virtual learning spaces.
1. The document discusses using audio and podcasting in educational contexts beyond just lecture recordings. It highlights emerging innovations that use audio to enhance learner experiences and promote student creativity.
2. A podcasting pilot project tested various models of using audio for teaching and learning. Participants mapped the models on continuums of teacher-centered to student-centered and formal to informal. There was diversity in how the models could be applied.
3. Findings showed audio supports shifting teaching from teacher-centered to student-centered and can be quickly implemented. However, audio is still seen as supplementary. Barriers include mixed competence/confidence and assessing process over product is better.
Michael Wilder will present on preparing to teach an online course and will discuss collaborating with instructional designers to develop online courses, employing strategies to nurture student success, and the process of developing an online course from initial planning through final approval. The presentation will help participants take the next step in preparing to teach online by understanding how to work with a course development team and plan their online course.
Developing a shared curriculum in higher education: from theory to practiceJane Secker
This document discusses developing digital literacy and information literacy skills among undergraduate students through collaborative workshops between the library, technology center, and academic departments at the London School of Economics. It describes a project where students participated in workshops on approaching assignments, reading and writing in their disciplines, and managing information. Emerging findings showed differences between disciplines and a need for clearer expectations and relationship building. Lessons included preparing engaging workshops and platforms for student collaboration and feedback. The goal is to better embed these literacies in the undergraduate curriculum.
Faculty Learning Communities: A Model for Faculty DevelopmentMatt Lewis
Dr. Nancy Pawlyshyn, Dr. Braddlee, and Dr. Laurette Olson co-authored this presentation. On Feb. 16, 2011 Dr. Olson and I presented this to the ELI Educause event in Washington DC.
This document summarizes an initiative to redesign core curriculum papers taken by all students at a tertiary institution. The goals were to increase coherence, consistency, interprofessional learning, and enhance student learning outcomes. Key aspects included extracting papers from individual schools and designing two new interdisciplinary papers, implementing enquiry-based blended learning principles, and utilizing online technologies like lecture recordings and discussion forums. Feedback from students was mixed, with some appreciating the interdisciplinary content and group work, while others found some lectures monotonous or felt group work created too much stress. The curriculum changes aimed to address issues with the traditional model and leverage new technologies, but implementing large-scale changes presented political and logistical challenges.
Net(work) yourself a job? CETL student engagement and employabilitycilass.slideshare
Laura Jenkins & Sabine Little from CILASS and Louise Goldring from CEEBL lead a discussion session at the CETL student Network conference, University of Plymouth June 2008
Reshaping large-class teaching: Enactive coherence and enquiry-based blende...flexilearn
The document discusses efforts to redesign core papers taken by large numbers of students at AUT University in New Zealand. It aimed to improve coherence, resources, structure, and relationship to disciplines. New papers on health and environment replaced some old papers. Enquiry-based blended learning approaches were used, combining online and in-person activities. Lectures were recorded online and students worked in small groups using discussion forums, blogs, and wikis. The redesign aimed to enhance student engagement and learning outcomes while reducing costs.
Using social media to create your own professional development and PLN.pptxSue Beckingham
This document discusses using social media, specifically Twitter, to develop a personal learning network (PLN) and engage in professional development. It describes the weekly #LTHEchat Twitter chat where educators discuss topics related to learning and teaching in higher education. The chat provides opportunities for speedy continuing professional development. Participants have found value in networking, accessing resources, showcasing work, and gaining new skills and opportunities through their involvement in the #LTHEchat community.
Presentation at the “Open Science: connecting the actors” event on the 21st of November 2022:
Share best practices, foster community, and encourage knowledge-sharing on Open Science.
At the heart of the Open Access Belgium community is the ambition to open up the way we organize and conduct scientific research.
The Open Science teams of the Belgian universities have developed and tested a wide range of training methods, training materials, networking activities
and data solutions to facilitate and foster Open Science. Achievements, tools and lessons learned by different institutions will be shared in this networking event.
Programme can be found here: https://openaccess.be/2022/10/04/open-science-connecting-the-actors/
More information on the community of practice: https://www.openaire.eu/cop-training
Portfolios: spaces for reflection, conversation and discoveryChrissi Nerantzi
This document discusses the use of portfolios to support professional development. It begins by outlining how portfolios can be used for initial development through programs like a Postgraduate Certificate in Academic Practice, for continuous development through a flexible CPD program, and for open development by sharing work online. Examples are provided of how portfolios support reflection, feedback conversations, and the collection of evidence around academic CPD. Challenges of portfolios include issues of time and workload, as well as comfort with sharing work openly online. Overall, portfolios are presented as a way to develop reflective skills and habits to support teaching and research growth.
1. The document discusses how open courseware content like that provided by MIT OpenCourseWare and other universities can be used to improve student learning when instructors focus on applying research-backed guidelines on learning.
2. It proposes that websites providing guidelines on learning can encourage instructors using open courseware to shift their focus from teaching to enhancing the student learning experience.
3. The author is seeking examples of open courseware content being used together with the guidelines to actively engage students and improve learning, such as collaborative projects, to help expand an online "toolkit" for open courseware providers.
This first webinar on Wednesday 3 November 2021, 12:00-13:00 GMT covered the new guidance for institutes and individuals, highlight useful Advance HE resources, and include new award winners and ‘old’ hands sharing their journey to NTF.
Manhattanville College transitioned from a traditional portfolio model to an electronic portfolio (ePortfolio) model to better engage 21st century learners. Faculty participated in teaching and learning circles to discuss ePortfolio pedagogy and design their first ePortfolios. Digication was selected as the ePortfolio platform. The initial implementation involved faculty development, training ePortfolio interns, and forming a plan to introduce ePortfolios into courses starting in fall 2010. Despite staffing changes, the efforts were successful with support from external organizations and resulted in plans to implement ePortfolios into the first-year program in fall 2011 and continue faculty development.
Speedy professional conversations around learning and teaching in higher educ...ALISS
Speedy professional conversations around learning and teaching in higher education via the brand new tweetchat #LTHEchat
Sue Beckingham, Sheffield Hallam University
Chrissi Nerantzi, Manchester Metropolitan University
Peter Reed, University of Liverpool
Dr David Walker, University of Sussex
The document discusses strategies for engaging learners in the ePortfolio process. It describes what an ePortfolio is and the benefits it can provide to learners' development, learning, and motivation. It outlines the ePortfolio process and how schools can support learners by providing tools and training teachers. It also shares findings from a school that implemented ePortfolios, finding most learners enjoyed creating them and felt it helped develop skills, though some older students saw it as extra work. Overall it emphasizes the importance of a whole-school approach, appropriate tools, and supporting learners' understanding of the value and process.
This document discusses using technology enhanced learning (TEL) to support students throughout their academic journey. It outlines a student lifecycle model with stages including preparation, transition, progression/support, and moving on. Examples are provided of how TEL can aid each stage, such as using social media for recruitment, online resources for transition support, and skills tracking for progression. While technology is not a complete solution, the document argues that used strategically it can help institutions engage more students and personalize support. Face-to-face interaction is still important, but technology can reach more learners and help them stay connected to resources and each other.
engaging young learners in the ePortfolio processJohn Pallister
1. The document discusses engaging young learners in the ePortfolio process and outlines strategies used at one school to involve students.
2. The school implemented a multimedia ePortfolio system for students from years 7 through 12 and provided support to help students compile and update their portfolios.
3. Teachers observed that students enjoyed working with their ePortfolios, were proud to discuss their achievements, and developed important ICT and reflection skills through the process.
The document reflects on the Empower Online Learning Leadership Academy (EOLLA), which brought together leaders in online and distance education from different European countries. It discusses the scenario-based approach used, where participants worked through a hypothetical case study about developing a digital badging initiative. This allowed participants to explore different priorities and approaches. The reflections note that while leadership qualities can be developed, management and leadership are not the same. Overall, the academy helped create a network of distance education leaders across Europe by sharing perspectives and fostering understanding of common issues.
The University of British Columbia ran a 3-year ePortfolio initiative from 2003-2006 that involved 13 projects across disciplines and engaged 2000 students and 91 instructors. This initiative helped form a strong ePortfolio Community of Practice. However, challenges included varying technology capabilities and increased workload. Now, the Community of Practice is being revived through regular meetings organized by the Centre for Teaching and Academic Growth and Office of Learning Technology, with a focus on sharing examples, collaborating on workshops, and developing new online resources.
Evidencing Excellence in teaching, learning and assessmentdebbieholley1
The third is a series of keynote talks as adjunct Professor visiting the University of the Sunshine Coast.
With thanks to Anita Jones, General manager, CSALT USC for co-presenting
Evidencing Excellence for Fellowships: AdvanceHE, the awarding body, have recently updated the criteria for fellowships at all levels. This interactive session will highlight the main differences in approach, and offer suggestions and ideas for staff seeking to apply for Fellowships. There will be lots of time for discussion and questions.
Visualisation and Simulation for teaching, learning and assessmentdebbieholley1
Session two of a series of keynotes talks at the University of the Sunshine Coast
Visualisation and Simulation:
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” State of XR and Immersive Learning Outlook Report (2021 p 21)
Debbie contributed to the Delphi study above, , and to the updated with findings due this June. This session will consider the opportunities afforded by Visualisation and Simulation; and discuss ways in which educators can draw upon both lo-tec and hi-tech solutions in a range of disciplinary contexts; and consider what digital futures may offer us as educators, as well as those we educate, our students.
Building digital capability across the university sectordebbieholley1
Session one in a series of keynotes as adjunct Professor visiting the University of the Sunshine Coast
Debbie worked with the team t embedding a new Virtual Learning Environment (D2L:Brightspace) and will share some of the pedagogic strategies that underpinned our digital transformation work. A case study of our recent curriculum development work in Nursing will be shared, this saw the UK JISC Digital Capability Framework mapped across the three-year undergraduate BSc Nursing Sciences, the first Nursing School in the UK to map these. A curriculum development workshop on how this was accomplished drawing upon staff, students and experts is available during her visit.
Spaghetti Symphony to Technology Harmonydebbieholley1
Introducing Prof Ed McFly our personalised Artificial Intelligence Maestro. AI BOTS, underpinned by Machine Learning algorithms are reported as the future in sectors from engineering to health to education. Market analysts predict the global market of $12billion (2023) will grow by 470% within five years to an incredible $72 billion, transforming the way in which we seek and access new ways of working and learning.
However, challenges of trust, confidence, competence, and communication remain.
A Masters Unit, “Global Innovation Management” scaffolded the learning experiences of 157 students from hands-on team building of spaghetti tower to developing their own innovative AI Avatar videos, guided by Prof Ed McFly. Regarding Professor Ed McFly's existence, 46.3% believed and 20.9% were uncertain. Students expressed enthusiasm, describing AI as impactful, innovative, and beneficial for future careers. Positive feedback on the AI seminar emphasised satisfaction, engagement, and educational value. Recommendations include further AI integration into teaching, allocating more exploration time, addressing concerns, enabling more collaboration, exploring diverse AI applications, and continuous improvement.
Despite mixed sentiments, the positive feedback indicates AI's potential to significantly enhance learning experience. As we share our resource bank, participants will follow in the footsteps of our students as they, and we, explore AI.
Student reboot 4.0: the affordances of their Brave New Worlddebbieholley1
Join us for a session which reimagines the student experience through the lens of innovation, technological empowerment and inclusivity. Higher Education has accelerated the move towards Education 4.0, a technologically fueled, student centric model that promotes flexible learning paths and focuses on knowledge/skill requirements of the industry (FICCI and EY Vision 2040). In ‘Brave New World’ Aldous Huxley sets out a dystopian futuristic world state anticipating huge scientific advancements. This draws parallels with the citizens (our learners) being environmentally engineered into an intelligence based social hierarchy through existing tools and approaches; an alternative, we argue is to empower learners, (re)locating and positioned them at centre of educational programs. Opportunities afforded by travel frame the student ability to create a strong impression at interview. Research shows that marginalised /excluded groups can be disadvantaged by this lack when seeking graduate employment. Can technology assist our learners in building resilience, social capital and a pathway to success? We will:
Explore the student journeys of Shahida (a medical student) and Kevin (an art student) as they seek to build their portfolios by travel; participants will help to select their final destinations
Consider the challenges of ‘real’ and ‘virtual’ travels in building confidence and social capital
Co-create of a padlet to share ideas about technologies and the ways in which these may empower or disempower our learner of the future.
Valuing the invisible: metrics and meaningdebbieholley1
There is always a 'But'. With ownership of knowledge is no longer a University prerogative:, how can Universities demonstrate their value and value(s)? This question is explored through the lens of how we support students and their learning. With investment in sophisticated learner analytic packers to track, monitor and identify patterns of usage as students access our VLEs, how are we making meaning from the metrics? This talk sets out to take a student perspective on this hotly contested debate.
Towards a taxonomy of scale: a sustainable approachdebbieholley1
Background:
Taking simulation from concept through to scalable delivery is complex, contested and an under-theorised process. The traditional approaches to scaling innovations, proposed by Everett Rogers in the 1960s is the notion of diffusion of innovation; we argue that this is of limited use in our context of working with NHS health professionals supporting their learning post-covid. Our approach to scaling draws the upon the well-tested seminal works on taxonomies by Coburn (2003) [1] and her dimensional framework, Dede et al (2007) [2], with their educational scaling model, plus the systematic review of Greenhalgh et al (2004) [3] in health services.
Method
By considering the ways in which our eight Health Education England (HEE) simulation projects have been delivered, this work presents an emerging framework, designed to enable the orchestration of team discourse about theory, the production of simulation artefacts as tools for design discourse and the identification of scalable systemic pain points. We pay particular attention to scaling innovations in practice and organisational change, which are in our view enabling factors in the sustainable adoption of learning technologies by end users in the workplace.
Findings
Successful scaling is more than just being about the number of users we can reach. It requires underpinning by an understanding about the changes in practice an innovation can bring about, and how valuable these changes are to stakeholders. Challenges remain as to whether such changes can be sustained over time, and the extent to which users and stakeholders are involved in co-creating the innovation. Individuals within the organisations – and their attitudes, beliefs, and habits – play an equally important role in exploring new technologies and practices with an open mind and perceiving these as an added value in their work environment and daily routines.
Conclusion
This work illustrates the need to strategically involve the ‘missing middle’ and starts to identify the key role these people play in that space between where scaling factors reside between top-down strategy and bottom-up initiatives.
References:
[1] Coburn CE. Rethinking scale: Moving beyond numbers to deep and lasting change. Educational researcher. 2003 Aug;32(6):3-12.
[2] Dede CH, Rockman S, Knox A. Lessons learned from studying how innovations can achieve scale. Threshold. 2007;5(1):4-10.
[3] Greenhalgh T, Robert G, Macfarlane F, Bate P, Kyriakidou O. Diffusion of innovations in service organizations: systematic review and recommendations. The milbank quarterly. 2004 Dec;82(4):581-629.
The Brave New World of the University of Bedfordshire (v4.0) debbieholley1
Education 4.0 is conceptualised as a set of choices through a lifelong pathway whereby learners have ownership and control of their studies, as they weave seamlessly between education and employment. (FICCI and EY Vision 2040). With the learner firmly placed at the centre of educational programs, instructional approaches, learning experiences and academic support strategies that are aligned to the learner’s distinct needs, aspirations and interests, what are the opportunities and challenges for a redefinition of the education ecosystem? Will we launch the ‘Brave New World’ of Aldous Huxley (1932), set out in his dystopian futuristic world state novel which anticipated huge scientific advancements, with citizens being environmentally engineered into an intelligence based social hierarchy? or will we draw upon technologies to enrich the student learning experience by focusing on employability and providing opportunities for research excellence? Responding to the evolving student needs coupled with rapidly changing industry demands, HEIs now have a greater onus to develop an ecosystem that will provide a high-quality educational experience.
Link to BOT:
https://youtu.be/eqFzfa11_aU
Please contact Debbie for full slide deck.
Creating authentic learning environments: An evaluation of Godzilla (II) the...debbieholley1
OMG Godzilla II is the second outing for Godzilla, a film prehistoric reptilian monster awakened and empowered by nuclear radiation. Drawing upon the imaginary scenario of the creature arriving in Dorset, creating panic and havoc and needing the emergency services to deal with the aftermath, this Pecha Kucha presentation will demonstrate the operationalisation of events as we put first and third year Paramedic Science students though a casualty prioritisation and treatment set of scenarios. Godzilla wreaked havoc yet again upon the estates of BU, in facilitating this immersive experience we exploited our student’s sensory boundaries, in the austere learning environment of an underground car park.
Directing staff and volunteers steered the vision and collective response to the multifaceted tasks presented to our students. The resulting exercise enabled a holistic evaluation of risk assessment, whilst in play as students demonstrated their thinking through structured feedback of their clinical treatment and decision making, of scalable multiple patient scenarios, on a platform that allowed our students to demonstrate praxis.
50 students across our UG programme tackled aftermath of the mythical beast’s anti-social and terribly inconvenient behaviour. OMG Godzilla II and our wider simulation programme blend theory through an innovative and disruptive paradigm. The team informed our pedagogic approach from lessons recognised appraised from previous student feedback and our professional networks and experience. This fresh approach structured multiple iterations of timed simulation, as a conduit to enhancing our student’s experience. This succinct review will demonstrate how our design and development process structured achievable solutions, for this complex educational practice, and thus we argue; our pedagogy is an evolving conduit for the advancement of knowledge, addressing a multi-faceted and complex simulation – a hi-fidelity major incident.
Tech Chat: technology mediated learning
In an institution where we place a huge value on our ‘campus premium’ changing our teaching spaces with the investment in the Bournemouth Gateway Building has created buzz and excitement. Enhancing the student experience and building staff confidence to ‘blend’ the best of face-to-face and online delivery is at the heart of the Tech Chat series. Designed as a collaboration between FLIE expert practice and Faculty digital pedagogic expertise, the Tech Chat hosts live discussions; shares good pedagogic design; shows ‘how to’ work with a range of online learning tools; offers immediate demonstrations ‘in situ’; promotes the FLIE digital pedagogy framework and offers staff a ‘safe space’ to practice in and most importantly, to build confidence.
Coming out of Covid, in the Faculty of Health and Social Sciences our technology/pedagogic response has been underpinned by the humansing values of Todres et al (2009); building value-based communities of practice (Holley et al (2021) and Vygotsky’s (1978) conceptualisation of the Zone of Proximal Development. Vygotsky’s ideas support socially constructed learning, especially when mediated by technology. We were influenced by Cook (2010) who proposed an extension of Vygotsky's concepts to explain how learners collaborate, using tools to mediate learning (mobile phones, augmented reality, language). This approach underpinned the technology-mediated problem solving where learners (in this case staff) participated in new contexts for learning.
This presentation will showcase some best practice examples of the new contexts for learning.
References:
Cook, J. (2010) ‘Mobile phones as mediating tools within augmented contexts for development’, International Journal of Mobile and Blended Learning,2(3), pp.1-12.https://doi.org/10.4018/jmbl.2010070101.
Holley, D., Quinney, A. and Moran, J. (2021) “Building a values-based community of practice in Nursing Sciences during the Covid-19 pandemic ”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.745.
Todres, L., Galvin, K.T. and Holloway, I., 2009. The humanization of healthcare: A value framework for qualitative research. International Journal of Qualitative Studies on Health and well-being, 4(2), pp.68-77.
Vygotsky, L. (1978). Mind in Society. In: Cole, M., (Ed.) The development of higher psychological processes. Cambridge MA: Harvard University Press.
This document discusses various approaches to creating a culture of learning used in a nursing department. These approaches include Lego Serious Play, open letters to policymakers, cinenurducation which is creating educational movies, dual coding which is writing in pictures, and bite size learning. Other initiatives discussed are using teddy bears in children's nursing, AI bots as teaching tools, 360 filming with nursing students, checklists to support literature reviews, walking seminars, using storyboards and collages to solve problems, and exploring the impact of drugs. The document provides references to support the different discussed approaches.
Why students engage in simulation and how it prepares them for workdebbieholley1
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” (Lee et al 2021).
Employers seek graduates who can demonstrate attributes that organisations require to operate successfully and develop in the future. As students transition out of HE, they should have the ‘abilities and capabilities to maintain employment’ (Asiri et al, 2017 p2). The Jisc Student Experience Report (2022) identified that 43% of students did not perceive their learning materials to be engaging or motivating. Immersive technology and simulation may offer the solution to this disconnect. In health sciences (HEE 2020), simulation is an established signature pedagogy and is being increasingly developed for use in other disciplines such as a business and psychology.
Simulations can be designed for cognitive absorption, the psychological concept of flow and deep absorption in learning, proposed by the Open University (2021). Premised on the innovation of best learning moments the student tasks in these case studies are designed to engender deep involvement, through memorable learning activities. Signature pedagogies (Thompson et at 2012) for professions can provide a means for institutions to achieve the requirements of OfS’s B3 (2022) which values the links between the provider and the employer.
Learning Developers have a pivotal part to play operationalising B3 for their institutions and our workshop invites participants to experience three different types of simulation, a) a business game, b) a mass casualty evacuation and c) embodiment as part of the psychology research unit. Participants will be encouraged to explore the factors that support the successful deployment of these technologies and to share and plan how to deploy these and other technologies in their own contexts.
A manifesto for the metaverse: opportunities and challenges for learning deve...debbieholley1
ALDinHe workshop
Drawing upon a section of the co-created Learning Development (LD) Manifesto, in this workshop we invite participants to come and be creative – and imagine beyond what LDs do now into what LDs may do in the future, inspired by the metaverse. The metaverse is a science fiction hypothetical iteration from the book ‘Snow Crash’ (Stephenson 1992) set in a near future where the global political structure has collapsed (!), a tiny number of super-corporations control most aspects of life, and the rich spend their time in the metaverse.
Today the metaverse is the Facebook owned platform Meta, which Mark Zuckerberg explains as “an embodied internet where you’re in the experience, not just looking at it”. Rather than our current 2D, screen-based internet, the metaverse will be a 3D virtual space, accessed by either a VR headset or AR (augmented reality) glasses, which superimpose a layer of digital information on top of the visible world. What impact might this have on LD practices, knowledge and beliefs? The metaverse is highly contentious and we invite LDs to take the challenge, look to possible futures and its potential value to the sector. Will it promote and enhance equality, diversity and inclusion?
We will invite participants (who will work in teams) to co-create a #Take5 blogpost with us from our mapping and debates
No technology needed for the session, and no previous knowledge of the metaverse
===our manifesto===
What does Learning Development do?
It contextualises, embeds and maps knowledge, and contributes to learning gain
It teaches how to learn and scaffolds learning
It widens opportunity, not participation; it can trouble what we mean by participation
It infiltrates throughout the university and operates in a 3rd space, connecting and
collaborating with the wider community
It works with the hidden curriculum
It legitimises the different forms of knowledge our students have
It levels the playing field and widens the academy
This document discusses requirements for two teaching recognition awards: the Principal Fellowship of the Higher Education Academy (PFHEA) and National Teaching Fellowship (NTF).
It provides an overview of the evidence needed for each award, including demonstrating strategic leadership and commitment to enhancing student learning for the PFHEA, and individual excellence, raising teaching profiles, and developing excellence for the NTF.
The document also shares examples of evidence that supported applications for these awards, such as impact of strategies to reduce student disadvantage, use of technology enhancing experience, and disseminating best practices. It prompts discussion of aspects of others' teaching practice that could provide award-worthy evidence.
Why students engage in simulation and how it prepares them for workdebbieholley1
ALDinHE workshop
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” (Lee et al 2021).
Employers seek graduates who can demonstrate attributes that organisations require to operate successfully and develop in the future. As students transition out of HE, they should have the ‘abilities and capabilities to maintain employment’ (Asiri et al, 2017 p2). The Jisc Student Experience Report (2022) identified that 43% of students did not perceive their learning materials to be engaging or motivating. Immersive technology and simulation may offer the solution to this disconnect. In health sciences (HEE 2020), simulation is an established signature pedagogy and is being increasingly developed for use in other disciplines such as a business and psychology.
Simulations can be designed for cognitive absorption, the psychological concept of flow and deep absorption in learning, proposed by the Open University (2021). Premised on the innovation of best learning moments the student tasks in these case studies are designed to engender deep involvement, through memorable learning activities. Signature pedagogies (Thompson et at 2012) for professions can provide a means for institutions to achieve the requirements of OfS’s B3 (2022) which values the links between the provider and the employer.
Learning Developers have a pivotal part to play operationalising B3 for their institutions and our workshop invites participants to experience three different types of simulation, a) a business game, b) a mass casualty evacuation and c) embodiment as part of the psychology research unit. Participants will be encouraged to explore the factors that support the successful deployment of these technologies and to share and plan how to deploy these and other technologies in their own contexts.
Simulation theory briefing paper (ALDinHE Conference 2023) debbieholley1
Simulation Theory Briefing paper: ‘best learning moments’, ‘flow’, ‘cognitive absorption’ and the ‘Zone of Professional Development’ to accompany the ALDinHE conference 2023 workshop ‘Why students engage in simulation and how it prepares them for work’, 13 June 2023.
*Dr Ben Goldsmith, (FLIE) Dr David Biggins (BuBS), Professor Debbie Holley (FHSS)
Technostress and the student experiencedebbieholley1
Internal webinar to support new academic writers
Debbie Holley shares her and David Biggins work on learning design and student 'technostress' which challenges our assumptions about the online spaces students choose to learn - especially in regard to Virtual Learning Environments. What do they prefer and how can we help them? This talk will offers insights into accessing and interpreting data in ways that are more useful for academics, learning developers, and learning designers, and suggests ways in which we can effectively frame student support by putting the ‘real’ student experience at the centre of our practice.
Original citation
Biggins, D and Holley, D. (2023). Designing for student wellbeing: Challenging assumptions about where our students learn. Journal of Learning Development in Higher Education. https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/938
Harnessing the Blend: Creating authentic learning experiencesdebbieholley1
Keynote IGPP Online Conference
Assessing the benefits of Blended Learning in Higher Education.
Recent research from the Office for Students (OfS) highlighted the positive aspects of blended learning in higher education. In their 2022 report, OfS stated 79% of UK university students were satisfied with blended learning. Furthermore, the combination of in-person and online teaching and learning in higher education enables flexibility in physical attendance and allows greater accessibility for students. This supports students who have caring responsibilities and those in need of reasonable adjustments where exclusive physical or virtual attendance may adversely impact them. Blended learning has been further identified as a new way of bridging the gap in the higher education system by engaging better with underrepresented students.
However, OfS found that 1 in 5 students in 2022 reported dissatisfaction with blended learning. One reason for dissatisfaction is the worry of ‘content overload’ on some courses where some students reported receiving more content online than is manageable within the working week. The overloading risks reduction in course quality and student satisfaction that should be at the heart of students journeys in higher education. This highlights the need for conversations around blended learning to understand the ways it can be improved to better support both staff and students.
Assessing the Benefits of Blended Learning in Higher Education brings together key stakeholders in higher education to learn how to deliver blended learning to maximise the benefit for students and staff and create a more productive, inclusive, and fair environment.
A keynote comprising a discussion of aspects of the metaverse by exploring concepts through metaphor.
Key References:
Ball, M., 2022. The metaverse: and how it will revolutionize everything. Liveright Publishing.
McKinsey and Company. (2021). Defining the skills citizens will need in the future world of work Available at: https://www.mckinsey.com/industries/public-and-social-sector/our-insights/defining-the-skills-citizens-will-need-in-the-future-world-of-work
Metaverse https://mvs.org/
State of XR and Immersive Learning: https://immersivelrn.org/pages/state-of-xr-immersive-learning
Stephenson, N., 2003. Snow crash: A novel. Spectra.
"The future is human, and the future of learning is immersive": discuss debbieholley1
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds”
State of XR and Immersive Learning Outlook Report (2021)
What promises can technology offer us and those we educate? In this session we will focus on the ‘ metaverse’ a science fiction hypothetical iteration from the book ‘Snow Crash’ (Stephenson 1992) set in a near future where the global political structure has collapsed (!), a tiny number of super-corporations control most aspects of life, and the rich spend their time in the metaverse.
Today the metaverse is the Facebook owned platform Meta, which Mark Zuckerberg explains as “an embodied internet where you’re in the experience, not just looking at it”. Rather than our current 2D, screen-based internet, the metaverse will be a 3D virtual space, accessed by either a VR headset or AR (augmented reality) glasses, which superimpose a layer of digital information on top of the visible world. What impact might this have on our teaching practices, knowledge and beliefs?
References:
Lee, M.J., Georgieva, M., Alexander, B., Craig, E. and Richter, J., 2021. State of XR & immersive learning outlook report 2021. Walnut, CA: Immersive Learning Research Network.
Metaverse: http://mvs.org [accessed 16.03.2023]
Stephenson, N., 2003. Snow crash: A novel. Spectra.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
1. Debbie Holley, Professor of Learning Innovation,
PFHEA and NTF Bournemouth University.
Proud to be elected to the ANTF Committee 2019
@NTF_Tweet @debbieholley1
Pathway to Professorship
An ongoing journey travelled with fabulous
colleagues, peers and students…
My National Teaching Fellowship opened doors –
some of which took a deep breath to step
through..
• Follow your passion BUT keep track of national
drivers and how these are implemented through your
own institution. Yes you do need to step up to TEF
Committee work, working groups etc (sigh)and think
IMPACT
• Harness to creating opportunities to lead (I worked
with our Policy Advisor to run ‘Translate the TEF’
workshops and briefings across the whole University)
• Research matters as well…
• As do networks – get involved with yours
• My NTF Gives me a HUGE supportive community
• And confidence to articulate my value (and my
values) in what can be a tick box culture in HE
2. Individual excellence
Have a philosophy, set of
values or framework
Mine was underpinned by
access to, and induction
through, HE
I framed my space as the
digital divide and strategies
overcoming this – and
articulated the IMPACT
Think about networks
Raising the profile of
excellence
I drew upon my work with the
Reusable Learning Object CETL,
which had student co-design at
the centre
Most of this was un-funded,
just workload time allocated,
but got me onto a national
project.
I highlighted my own IMPACT
within the project as well as the
impact of the project
Developing excellence
I articulated my work
conceptualising different
learning spaces for students –
both physical and virtual.
Labyrinths (this is one I made
earlier!)
Drawing upon a research body of
work on first year students at 3
Universities – (none of it funded
– all on goodwill between
colleagues at LondonMet,
Westminster and Queen Mary)
National Teaching Fellow Symposium Professors in Practice 2020
You can use your NTF to start to frame your application