Seminar on the use of digital resources, particularly webcasts & podcasts, in legal education, and their effects on the design of learning and teaching.
Facebook can be a powerful online tool that you use to reinforce class lessons, connect with students outside of class and provide extended material for learning—all at a site they know and love.
12 easy ways to use technology in the classroom even for technophobic teachersAdam M Smith
Click the link to know how you can use technology in your classroom. http://www.teachhub.com/12-easy-ways-use-technology-your-classroom-even-technophobic-teachers
A presentation on how using a blog for elearning can enhance student learning and bring a real world emphasis to the classroom. Covers teaching philosophy, planning and resources...
This is session was host by HCL Talentcare @SMW Bangalore.
Know more here: http://socialmediaweek.org/bangalore/2015/03/04/flipped-classroom-how-does-the-role-a-teacher-change-for-teaching-the-connected-class/
Beyond the Device: Key Strategies to Infuse Technology in LearningAva O'Keefe
View our webinar featuring Oretha Ferguson, sophomore English teacher at Southside High School in Fort Smith, Arkansas and co-author of The Classroom Management Book; Tonia McMillan, Instructional Technology Coach at Dawson Educational Cooperative; and Harry Dickens, former Instructional Technology Consultant and current Education Consultant at Compass Learning, to learn:
- Strategies to help build a shared vision and break down the silos of curriculum and technology
- Examples of how digital tools are changing instructional practice
- How to leverage technology to incorporate real time progress monitoring in order to inform instruction
- Practical techniques to deploy your instructional technology implementation
How to innovate in education using less square footagepatriciagl
The International Institute of Multimedia in Paris asked me to participate to a brainstrom : "how can we innovate in education using less square footage". As I could'nt make it to the brainstorm, I put together a presentation, and as I did it for free, I'm sharing it with you guys.
Seminar on the use of digital resources, particularly webcasts & podcasts, in legal education, and their effects on the design of learning and teaching.
Facebook can be a powerful online tool that you use to reinforce class lessons, connect with students outside of class and provide extended material for learning—all at a site they know and love.
12 easy ways to use technology in the classroom even for technophobic teachersAdam M Smith
Click the link to know how you can use technology in your classroom. http://www.teachhub.com/12-easy-ways-use-technology-your-classroom-even-technophobic-teachers
A presentation on how using a blog for elearning can enhance student learning and bring a real world emphasis to the classroom. Covers teaching philosophy, planning and resources...
This is session was host by HCL Talentcare @SMW Bangalore.
Know more here: http://socialmediaweek.org/bangalore/2015/03/04/flipped-classroom-how-does-the-role-a-teacher-change-for-teaching-the-connected-class/
Beyond the Device: Key Strategies to Infuse Technology in LearningAva O'Keefe
View our webinar featuring Oretha Ferguson, sophomore English teacher at Southside High School in Fort Smith, Arkansas and co-author of The Classroom Management Book; Tonia McMillan, Instructional Technology Coach at Dawson Educational Cooperative; and Harry Dickens, former Instructional Technology Consultant and current Education Consultant at Compass Learning, to learn:
- Strategies to help build a shared vision and break down the silos of curriculum and technology
- Examples of how digital tools are changing instructional practice
- How to leverage technology to incorporate real time progress monitoring in order to inform instruction
- Practical techniques to deploy your instructional technology implementation
How to innovate in education using less square footagepatriciagl
The International Institute of Multimedia in Paris asked me to participate to a brainstrom : "how can we innovate in education using less square footage". As I could'nt make it to the brainstorm, I put together a presentation, and as I did it for free, I'm sharing it with you guys.
How can digital and social media be used by youth leaders?Bex Lewis
Prepared for a Skype presentation, considering how digital and social media can be used by youth leaders (within churches).
Join the online session: https://lukewhyte.mykajabi.com/p/summit
The Students' Perspective on Web2.0 and Information Literacy - Yorkshire Univ...cilass.slideshare
Presentation given by Jamie Wood and Joseph Tame at the University of Bradford to the Yorkshire Universities Information Skills Group on the student perspective on information literacy and Web2.0.
A collection of online resources to support taking teaching and learning online in education, a collection of Tweets from Open practitioners around the world, curated and detailed by the Open Education Influencers at Nelson Mandela University.
Apologies for the mis-spelt website address on the cover, missing an 'n',
Slideshare doesn't allow document edits, only replacements, which then deletes all prior engagements with it. So we're living with it, with side-eye, of course.
The correct website address is: http://openedinfluencers.mandela.ac.za
This is a presentation for the ICTEV conference on May 24th in Mebourne, Victoria. It outlines how my classroom walls are flattening, some web2.0 tools to try in a virtual classroom.
Strategies for trusting online assessment in the age of artificial intelligen...Charles Darwin University
Sankey, M. (2022) Strategies for trusting online assessment in the age of artificial intelligence (AI). University of Divinity professional development webinar. 1 July.
The necessity for us to rethinking assessment in the light of current trends. We’ve been slowly shifting the goal posts for a number of years now. But why? Academic integrity, cheating vs authentic assessment. Preparing students for the world of work. This shift has partly occurred due to the advent of new technologies and AI. Contemporary technologies have allowed us to re-invigorate different assessment types more common to the past. We will look at some things that were old but are now new again.
Premier Digital: Online Church as Real Community Bex Lewis
Slides prepared for Premier Digital Webinar on 7th October 2020: https://drbexl.co.uk/event/webinar-digital-church-webinar-online-church-as-real-community/
Mini Pecha Kucha: Public Engagement Activity Bex Lewis
A mini-pecha kucha (10 slides that auto-move forward after 20 seconds) prepared for #ERA1819, second of three workshops, summarising what we've been up to since the last workshop.
'Left to their own devices' for #PremDac17Bex Lewis
40 minutes on "What is the impact of children having their own devices, and how do we manage this?" at #PremDac17
See more: https://www.premierdigital.info/conference
IPM placing the christian church in a digital ageBex Lewis
See abstract for this conference paper, to be given 8th September 2017: http://drbexl.co.uk/2017/08/18/edit-conference-abstract-inclusive-placemaking-placing-christian-church-digital-age/
A session with the diocesan youth workers to consider the digital and the questions that that raises for them in their work - giving young people the best choices, aiding their work, and protecting themselves and their charges.
Raising Children in a Digital Age - Cavendish SchoolBex Lewis
Evening event to be held 16th May, at Cavendish School, West Didsbury. http://drbexl.co.uk/event/manchester-raising-children-digital-age-cavendish-school/
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Programming Collaborative Learning (HEA, University of Winchester)
1. @drbexl
@digitalfprint
@TELWinch
Programming
Collaborative Learning
Dr Bex Lewis
University of Winchester
with input from Dr Tansy Jessop, Yaz El-Hakim,
Nicole McNab & Camille Shepherd, University of
Winchester and Joelle Adams, Bath Spa University
4. FASTECH
http://www.jisc.ac.uk/whatwedo/programmes/ele
arning/assessmentandfeedback/fastech.aspx
quantity of effort across the course
quality and quantity of feedback
usefulness of feedback and appropriate assessment
10. Stakeholder strapline examples:
Academic
Senior staff IT staff
managers
So what am You should
So now it I not going have asked us
will just to do? about it
happen beforehand
17. “...of this approach seems
to be that lecturers are
engaged and energised to
tackle problems and
implement locally-owned
strategies.”
18.
19. Digital feedback
Track changes and commenting
Marking using video and audio
screencasts
E-portfolios
Electronic submission of assessed
work
Various peer review and
commenting tools
Blogs
YouTube
Various features on smartphone,
iPad and tablet apps
Wikis.
20. Any change involving new
technologies
….will not be a single great act,
but an accumulation of lots of
events, activities and discussions
over a period of time.
Fee, K. Delivering E-Learning (2009) Delivering E-Learning: A
complete strategy for design, application and assessment
London: Kogan Page, p 40.
21. Communities of Practice
“…are formed by
people
[engaging in]
collective
learning in a
shared domain
of human
endeavour”
Etienne Wenger
23. http://diyubook.com/
Technology upsets the
traditional hierarchies and
categories of education. It
can put the learner at the
center of the educational
process. Increasingly this
means students will decide
what they want to learn,
when, where, and with
whom; and they will learn
by doing.
p.x
26. Boud & Falchikov, 2008
… assessment is not
sufficiently equipping
students to learn in
situations in which teachers
and examinations are not
present to focus their
attention. As a result, we
are failing to prepare them
for the rest of their lives.
p3
27. Boud & Falchikov, 2008
It is only through
establishing a counter-
discourse to the one that
currently dominates higher
education [which
constructs learners as
passive subjects to be
tested] that some of the
fundamental problems
created by current
assessment assumptions
and practice can be
addressed.
P14 [17]
30. Student Feedback 2012
Enjoyable, engaging
„Real-world skills‟ – especially teamwork
Learnt from range of team roles, and from project to
project
Criticality
Building an audience
Time-management
IT & Research Skills
33. American Studies Focus Group
F3 We‟d have to write a web blog every week that‟s part of
the marking as well, so that‟s something different to an essay
and a presentation.
F Yes it was topical on whatever we‟d done that particular
week.
F2 I think most people do like them, although I‟m not always
sure of the academic worth of them because some people would
leave them until quite the last minute and they would not like
…. Yes, I‟m guilty of that! … and you don‟t always cite reference
wise how you would in an essay, so I think if they carried on with
the blogs maybe they should make it a bit more meaty ..
F …because you might read someone‟s blog and think „Mmm,
that sounds a lot like Wikipedia‟.
F2 Yes, I think they should ask you to cite properly, like
Harvard reference things.
34. I Did it make you a more independent learner? You were
going into the lecture after having done it. Did you feel like
you had to assess sources to write your blog on your own or
did you feel like you got anything extra out of it?
F3 I don‟t know if it helped independence, particularly
because as I‟d mentioned before it wasn‟t really particularly
academic. So it‟s not like you were going to the library or
finding learning resources. You were basically using a lot of
web based material, which might not necessarily have been
as reliable.
…..
F2 I still think it‟s beneficial though. I understand why they
were doing it. They were doing it more to expand our own
like interests and understanding of it, rather than just finding
a textbook sort of definition heavy.
35. History Focus Group:
I Did you feel you were reading the feedback more because it was sent to
you or didn‟t it make a difference?
F3 Yes, because normally if you pick it up from the faculty office you‟re kind
of like standing up still, so you sort of look at it briefly, you mostly just look at
the grades. If you can‟t really read the handwriting you think „I‟ve got an OK
grade, so that‟s fine‟. Whereas when you‟re sat at home on your laptop looking
at your e mails you have more time to read through it and so you will quite
happily scan through the essay. Normally, if I get it from faculty office, I don‟t
bother looking at the essay, I just look at the front sheet, because you‟re
walking. Whereas if you‟re sat at home you‟re more likely to go through it,
which I suppose is probably better.
M2 When you‟re at home you‟ll have your PC as well, so you‟ll have your
current piece of work that you‟re working on and then something they‟ve
marked before on the other side of the screen so you can see exactly where
you‟ve been marked up or down.
F2 And if they‟ve e mailed it to you, unless you actually delete the e mail
you can‟t actually lose it, like you might a piece of paper. Unless you purposely
go and delete it.
43. Exercise
Write on separate post-it
notes
each different way you use
to give your learners
feedback
Other ways learners get
feedback, e.g. from web
sources, books & handouts.
p101
44. High learning pay-off for students
Highly efficient for us Not highly efficient for us
Low learning pay-off for students
The HEA funded TESTA (Transforming the Experience of Students through Assessment) has worked across 22 programmes in 8 universities. TESTA has built a community of practice (CoP) interested in assessment and feedback processes at a sector level. FASTECH is a new JISC-funded project which builds upon this CoP, and starting with 15 core programmes, seeks to use standard technologies that have already been piloted to address the problems identified in TESTA: quantity of effort across the course, quality and quantity of feedback, usefulness of feedback and appropriate assessment.The wide range of programmes from TESTA has provided a holistic overview of the student experience of assessment and feedback, data which can then be incorporated at a programmatic level. As TESTA has demonstrated, improving practices within particular degree programmes enables us to work with the grain of teachers’ subject interests, disciplinary emphases, and departmental loyalties, and to address the full course experiences of students. FASTECH, drawing on internal and external expertise, seeks to ensure fuller collaborative working across modules, identifying and incorporating individual processes, particularly those using technology, at a programmatic level. Successful processes are provided as case studies to enable those across the disciplines to benefit from the lessons learnt. Both staff and students benefit from engagement with wider communities of practice enabled through social media and other Web 2.0 technology.Student expectations have risen with increasing fees, and assessment expectations have to fit, amongst others, the employability agenda, which emphasises strong communication skills. As such assignments, including blogging and other social media engagement, need to reflect what is required in the workplace, encouraging students to use the tools critically as part of their Personal Learning Environment (PLE). Drawing upon Wenger’s (1998) notions of a CoP, where there is a “shared endeavour” for professional excellence, and an improved student experience, the paper will focus upon the challenge of engaging whole programmes collaboratively with the feedback and assessment agenda, rather than initiatives enforced from the centre out. Informed by theoretical underpinning the paper will draw upon examples from a range of programmes at the Universities of Winchester and Bath Spa, including media studies.
TESTA (Transforming the Experience of Students through Assessment).Funded phase of the project coming to an end, but the methodology has been proven to work and is moving to a consultancy model. Working across 22 programmes in 8 universities, TESTA has built a community of practice (CoP) interested in assessment and feedback processes at a sector level, and it’s methodology deeply informs the new project FASTECH (come back to).
Decided to show you this video, created for another conference paper a couple of weeks ago. Nicole, has left institution, but technology has allowed us to capture her understanding. We thought that as FASTECH is a project which encourages others to use established technologies (and let’s face it, screencasting has been around for a long time, mass adoption is still an issue), it was appropriate that this was Nicole’s1st attempt.5 minute video covers:[Mentions Bex/Joelle to give more detail/context/current standing] £200k HEA, assessment across programmes = typical experience on course rather than 1 module at a time. Triangulate data Audit: qualitative, official docs, programme leader interviewed AEQ, developed by GG. Student feedback in class. Quantitative Focus groups - qualitative. 6 students, informal 1 hour chat. Case Study = written & delivered to programme. Time to discuss together what students are actually experiencing. TESTA methodology/website. 22 programmes. Now new programmes on Change Academy & Uni in Oz (20k students). Large numbers = more analytis, offers conversation spaces. NSS plagued by feedback/assessment issues. FASTECH = 15 programmes, 2 institutions. Problems ID’d in TESTA - looking to technology to solve pedagogic issues [Bex/Joelle to give more context/ examples].
FASTECH is a new JISC-funded project which builds upon this CoP, and starting with 15 core programmes, seeks to use standard technologies that have already been piloted to address the feedback & assessment problems identified in TESTA.It looks to draw on internal and external expertise,ensure fuller collaborative working across modules, identifying and incorporating individual processes, particularly those using technology, at a programmatic level…
What we’re particularly interested in in this presentation is considering the benefits of the programmatic approach, and we’ll be returning to TESTA, as we’re drawing on that experience heavily in FASTECH, but also on a project known as BODGIT (Bringing Organisational Development into IT) which was a 2010 JISC project I was involved in. With BODGIT, it was anticipated that in implementing a new IT system... ‘enhancing the learning experience of students’ through a blended learning approach would be an adequate driver for staff, but without recognition of the value of the time involved, enthusiasm was lacking. Lack of staff time, fears that time would be put into learning a piece of software that wouldthen be succeeded by others emphasised the need to demonstrate TYPE rather than specific products. The change wasn’t OWNED by those being asked to implement it, and when students weren’t pushing for it.
Often when we talk about using new technologies we talk about making things easier, and faster, for tutors, and these can certainly be long term benefits, although BODGIT demonstrated that introducing new technologies and initiatives call for significant changes in personal practice and - at least in the short run – for an increased workload. So, BODGIT noted that the arguments that count for staff “are those related to saving time (first), and improving the student experience (second).” and noted that if the original benefits are not convincing the approach needs adapting.
BODGIT identified the need to be clear about benefits to staff if they are to be actively involved, using a mix of media and face-to-face methods,and that these are not just about the practicalities,but also about the pedagogy, some of the reasons we’ve identified include: ● Personalise feedback ● Return feedback faster ● More detailed feedback ● Highlight specific areas ● Peer feedback ● Tutor-student dialogue ● Student collaboration ● Improve student effort ● Distribute student effort ● Encourage deep learning ● Student self-reflection ● Clarify goals and standards ● More authentic assessment ● Motivate students
See the quick list made by Graham Gibbs at one of our FASTECH meetings.
Stakeholder interests…. Who are we trying to ‘please’ whilst we’re teaching (managers, students, family, etc…) I’m seeing stakeholders as those people who have an interest in – or can have an impact on – your assessment & feedback in your teaching/learning. If you don’t understand who your stakeholders are – and how they feel – then successful implementation will be very hard. In the top part of the circle write the name of the stakeholder or stakeholder groupThen, for each stakeholder, try to identify a pithy phrase or strapline that captures their view of the project
For BODGIT – this was some of the straplines that came up regarding the implementation of conferencing software…
5 minutes to work on this & feed in…. 1st ID stakeholders, then straplines…
Although FASTECH is about finding technological solutions to pedagogical problems, we have been clear that this project is not designed primarily for staff with technological expertise. Rather than using staff as ‘guinea pigs’ for new technologies, we are working with readily available technologies that have been tried and tested elsewhere, although the application may be different. FASTECH will run sessions, offered to programme teams, which introduces them to appropriate technologies, which will enable impact upon student learning, and allow staff also to develop and disseminate their research. Whereas the software implementation in BODGIT was an (unsuccessful) exercise in compulsion, with FASTECH we want to use and develop the technologies that are best suited to the needs of those on programmes, and that will be highly prized by the students on each programme.
The project recognises that there is a wide range of IT expertise among staff and students, and that particular fields of study have distinctive needs, traditions and interests when it comes to using technology. In 2004 Gibbs& Simpson published on 10 conditions of assessment & feedback which help students learn. I don’t have those, but what was important is that they framed these within a disciplinary focus. Both TESTA and FASTECH have/are focus on engaging programmes in the research process in order to bring about change. As Nicole indicated, it’s very easy in these ultra-pressurised times to just focus on your own modules, rather than taking the time to discuss and ensure a cohesive programme.
So, now to look at some the lessons learnt from TESTA, and the context that produced the issues that we’re now seeking to solve. The project arose at a time when there were quite a lot of questions about the impact that modularity had had on the coherence of university programmes, and particularly the impact that this had had on the shape, size & pedagogic rationale for assessment patterns. Learning appeared to have become a shallow experience, in which all student work had become linked to the an extrinsic grade, rather than any intrinsic motivation for learning. With semesterised modules the focus was on frequency of summative assessments, rather than upon their bigger meaning. TESTA looked to more integrated approaches to develop deep and ‘slow’ learning.
TESTA calls to the programmatic and opens up space for conversations among programme teams who often do not have the time, space, or reason to engage with each other in substantial cross-modular dialogue about pedagogy. The only other time programme staff are likely to get together is periodic review, but this tends to be about assembling ‘something resembling a coherent programme’, rather than on teams working together.
Despite talk of Communities of Practice, in reality few lecturers who have responsibility for teaching modules, and an interest in creating new/appropriate ways of doing things ... they get few opportunities to share their practice and shape the pedagogy of the whole programme. As Nicole demonstrated, TESTA involved listening, not telling, with debates covering quality, pedagogy, and academic structures, all within disciplinary contexts, and the result …
“...of this approach seems to be that lecturers are engaged and energised to tackle problems and implement locally-owned strategies.”
This demonstrates a participatory social process, rather than a managerial tool or part of the audit culture with performance measure. Tutors took ownership of teaching as the research data resonated with their experience & became more imaginative in what they were doing. TESTA produced structural changes to whole degree programmes, with stronger/longer strands which make more sense across the years. Assessment is more linked, there’s a better balance between summative/formative assessment, with a focus more on learning rather than testing. Aside from the question of type and usefulness of feedback, the three areas that FASTECH seeks to solve, using technology tools are student quantity of effort, their understanding of goals and standards, and encouraging deep learning. Through the use of a ‘Time on Task’ tool being developed we will be able to document the effectiveness, efficiency and sustainability of technology-supported change.
Any change involving new technologies ....will not be a single great act, but an accumulation of lots of events, activities and discussions over a period of time.Fee, K. Delivering E-Learning (2009) Delivering E-Learning: A complete strategy for design, application and assessment London: Kogan Page, p 40.
As we mentioned, TESTA has a strong Community of Practice, which it’s brought to the FASTECH party…
I’m part of the FASTECH team, and (along with others)we can now bring my expertise, and my community of practice … spread across my personal learning environment … into the debate….
As I engage with my personal learning spaces, so also do our students, in a more flexible learning system, which offers huge benefits beyond the classroom walls (free, open-source, vocational, experiential, and self-directed learning) …
… which of course leaves us questioning the purpose of formal education … we had the L&T day yesterday – and were questioning whether it’s about learning for learning, or whether it’s for employability, etc...
The Guardian had a big debate last year looking at student expectations of higher education.
AsBoud & Falchikov note: assessment affects people’s lives. Typical assessment practices are not preparing students for the rest of their lives....
… we’ve all had debates about the transition from A-Levels, and how we equip students with real life skills. If we take technology, universities tend to focus on purchased tools, rather than the ‘everyday’ tools that are used in ‘real-life’.
I’ve been teaching on the course Manipulating Media [which Marcus should just have spoken about], and that’s very much been the strategy (and partly why I’ve been brought on board, as I’m embedded in the social media world – personally AND professionally). We already KNOW that next year we will have to tweak this course to emphasiseeven more the difference between the two… as most did descriptive/personal blogs.
The course, which was re-developed from TESTA, has intensive lectures throughout, and then has worked very much on the formative feedback model – weekly consultancies which sought to move students to take responsibility for their own work, as they worked in groups – which they hadn’t chosen…
…and some of the most frequent feedback was that one of the key learnings from this year, was that when you work in the ‘real world’ people don’t always pull their weight, and with individual marking we saw them learnt to find ways round the weak links…. More positives here.. Note their understanding of criticality definitely needs to be developed (not the word they used).
Marcus has then developed this into the second year… 1.35
Successful processes are provided as case studies to enable those across the disciplines to benefit from the lessons learnt… I’ve learnt a bit more about video capture, and collected this. I like the ‘immediacy’ of these kind of case studies, and the enthusiasm that people have to share.. When people see things work, they want to piggyback on that (I’ve got a lot of people using blogs over the last couple of years!). 2.30 minutes.
To gain the other perspective on this … a focus group has already been undertaken with some of the other AMS students… general theme throughout the focus group was that they were worthwhile, but the quality of what was written was suspect….
Similar issue to what we have in Manipulating Media (but we don’t want to spoon feed them) … should be increasing their interest & their criticality! Very interested in the student voice here…
Just a little taste from the history focus group… re e-submission – a feeling that are benefits other than not having to walk across campus in having work returned electronically… later note re: webcam – “weird having tutor in your bedroom, in whatever form”.
So, as a part of FASTECH, we’ve employed a number of student fellows (they’re paid, but have been picked for the intrinsic interests) – and last week they had their training day [I wasn’t able to go, but can enjoy vicariously…) in Corsham – with all the rest of the team.
Those students are able to talk to each other via Facebook, share experiences, etc… So they are working within their discipline [and a couple of times 2 students have split the role as they recognise it’s more about CV experience, and shared ideas…] The only ‘tutors’ who have access are Joelle & Camille (and Nicole when she was here), so that they feel open….
… as we’d seen on the Manipulating Media group very effectively this year… last year = emails – no results, but this year one would write on Facebook… and a cascade of responses from the others (when they also answered each others queries)!
A Twitter account was set up on the day (increasing number of students are using this), and about to sit down and work out a proper strategy for this…
… but I liked this Tweet! The students talked ALL the way back from Bath about what they’d learnt that day – that seemed to speak volumes in itself!
Now, what’s a discussion without a few post-it notes… and there were plenty that day…
… and I’d like us to finish with another short exercise. Take a couple of minutes to note on post-it notes the different ways that you give learners feedback, and what else might also be influencing them…
… then paste to this diagram. We can do it on screen & take a photo… 5 minutes
The FASTECH website is currently being built, so in the meantime – this is where you can go for more Just Google FASTECH Winchester.