8th June 2022, 12.30-14.00 UK time:
Reflections on: The 4th Annual #creativeHE Jam - Quiet Creativity
We - Sandra Abegglen, Alex Spiers and Nathalie Tasler - would like to thank everyone who has attended and participated in our “Quiet Creativity: End-of-Academic-Year Reflection” on June, 8th 2022. The session was a success with many mindful, creative moments. Enjoy!
Thinking about giving a talk about something you love? Possibly at Skepticamp? No? Why not? Here are some reassurances, planning tips, and dos and do-nots to get you up there sharing your expertise with the world.
Where you choose to write makes a difference in how productive you are. This presentation explores the advantages and drawbacks of different writing environments.
Quiet Creativity: End-of-Academic-Year Reflection
8th June 2022, 12.30-14.00 UK time:
We - Sandra Abegglen, Alex Spiers and Nathalie Tasler - would like to thank everyone who has attended and participated in our “Quiet Creativity: End-of-Academic-Year Reflection” on June, 8th 2022. The session was a success with many mindful, creative moments.
Getting more out of using Twitter: Tools, Tips and TricksAlex Spiers
CPD session delivered by the Centre for Innovation in Education at the University of Liverpool.
Friday 19th Jan – Getting more out of Twitter – Tips, tools & tricks (Advanced Twitter) (10:00 – 12:00) – For Twitter users looking to enrich their practice, this session takes a deeper delve into some of the tools and services available: Tweetdeck; Analytics; Moments & Storify; Periscope; Tweetchats; Images, GIFs & Video
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We - Sandra Abegglen, Alex Spiers and Nathalie Tasler - would like to thank everyone who has attended and participated in our “Quiet Creativity: End-of-Academic-Year Reflection” on June, 8th 2022. The session was a success with many mindful, creative moments.
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1:00-1:15 – Alex Spiers – Twitter Top Tips
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#ALTNWESIG 2016 - University of Manchester Wednesday 9th November 2016Alex Spiers
This is our final event of 2016 and we are bound for the University of Manchester on Wednesday 9th November from 1pm to 4pm (Lunch will be provided)
The finalised programme will follow but is likely to include these topics:
BYOD/Mobile Strategy
Teaching Excellence Framework (TEF) white paper
Turnitin Feedback Studio
VLE Review
Digital Capabilities
Time for networking
If you have any issues, case studies or other topics relevant to the group then get involved! Please contact Alex livasp@liverpool.ac.uk or Chris c.r.jones1@ljmu.ac.uk
Get in touch with Diane Bennett Diane.Bennett@manchester.ac.uk if you have any dietary requirements
The North West England Sig (#ALTNWESIG) exists to provide a network for the exchange of ideas and practices in relation to current issues in educational technology with the aim of supporting the informed use of learning technologies in North West England. Join us in our Google Plus Community
Hashtag for the day will be #ALTNWESIG
Look forward to seeing you all soon
Alex, Chris & Diane
What: GO MOBILE #1
When: Wednesday 19th October 2-4pm
Where: Room 105, CLL
Why? Mobile technologies are changing at such a pace that it can be difficult to keep up with the latest developments. That’s why the eLearning Unit have created a University wide learning network for anyone interested in using mobile technologies in their teaching or their students. The GO MOBILE meetings will happen three times a year in different locations across the university. The events will present findings from current practice and research, share examples from across the HE sector, as well exploring the possibilities (and difficulties) of new apps and devices. This event is open to all teaching and professional services staff. So come along, get involved and find out what’s going mobile at University of Liverpool.
Freedom to play using games to enhance learning and teaching #LJMUTLC16Alex Spiers
Posted to #METAT&L Conference on behalf of the author: Rosie Jones, Associate Director of Library Services, LJMU
This presentation argues that allowing time and creating inspiring spaces can be a simple and worthwhile investment. Sharing ideas that could be used in both traditional and online learning environments. It also explored how physical space can support and inspire staff to use game techniques.
Keywords
Playful Learning
Games and Learning
Learning Technology
Information Literacy
Student Engagement
This was presented at #LJMUTLC16 the conference programme is available at https://www.ljmu.ac.uk/~/media/files/ljmu/about-us/events/tandlprogramme_2016.pdf?la=en
#LJMUTLC16 From Blackboard to Brightspace: developing online learning spaces ...Alex Spiers
From Blackboard to Brightspace: developing online learning spaces to foster increased student engagement and deeper learning
Presented by Dan Robinson, Will Moindrot and Alex Spiers
Since 1898, the Liverpool School of Tropical Medicine has provided world-leading research and education in health and tropical medicine. But our journey has only just begun. After LSTM was awarded Higher Education Institute status in 2013 a period of extensive institutional change has taken place.
It was during this period of change that LSTM undertook an ambitious project of implementing a full suite of new tools to support learning and teaching, at the core of which was a new VLE ‘Brightspace’. This presented challenges but also opportunities to design and shape the learning environment to the needs of our diverse students and exploit new techniques to develop regular engagement leading to deeper learning.
This presentation will demonstrate how the selection, design and delivery of technologies have nurtured an enhanced learning experience for staff and students at the school.
#ALTNWESIG 2016 - University of Cumbria Tuesday 7th June, 2016 Alex Spiers
Our second event of 2016 sees us visit the lovely University of Cumbria (Lancaster Campus) on Tuesday 7th June, 2016 from 11:00 AM to 2.30 PM (Lunch will be provided)
Full programme to follow but is likely to include these topics:
BYOD/Mobile Strategy
Teaching Excellence Framework (TEF) white paper
ePortfolios & Pebbplepad V5
Turnitin Feedback Studio
VLE Review
Digital Capabilities
If you have an issue, case study or topic relevant to the group then get involved! Please get in touch with Alex livasp@liverpool.ac.uk or Chris c.r.jones1@ljmu.ac.uk
Please get in touch with Esther Jubb by Thursday 3rd June if you have any dietary requirements Esther.jubb@cumbria.ac.uk
The North West England Sig (#ALTNWESIG) exists to provide a network for the exchange of ideas and practices in relation to current issues in educational technology with the aim of supporting the informed use of learning technologies in North West England. Join us in our Google Plus Community
Hashtag for the day will be #ALTNWESIG
Look forward to seeing you all soon
Alex, Chris & Esther
WHEN
Tuesday, June 7, 2016 from 11:00 AM to 2:30 PM (BST) - Add to Calendar
WHERE
Alexandra Building - University of Cumbria, Lancaster, LA1 3JD - View Map
#CRISIS: USING SOCIAL MEDIA AS COMMUNICATION TOOLS IN HUMANITARIAN RESPONSE S...Alex Spiers
International Conference: A Quest for Humanitarian Effectiveness? 14- 16September 2015, Manchester UK http://www.humanitarian-quest.org/
Humanitarian crises are increasingly complex to navigate – not least because of the number of actors involved. Addressing current and future humanitarian challenges requires improving professional practice, critical debate and learning.
Simulation-based learning has been part of organisational training programmes for many years . Simulations are “highly effective and engaging ways of increasing preparedness and building capacity” . They enable learners to explore the complexity of crises in order to develop approaches and respond to evolving dilemmas and challenges using a rich set of skills. The more recent use of simulations within academic institutions offers a unique opportunity to combine practical, field-based approaches with high-level critical debate and analysis.
In parallel, forms of social media such as Twitter, Skype, Facebook and blogging are becoming recognised as having an important role to play in communication during emergencies. This paper focuses on the use of social media as part of multi-stakeholder simulations delivered during humanitarian programmes at two universities – the Liverpool School of Tropical Medicine and the Graduate School of Governance at the University of Witwatersrand, Johannesburg.
The Johannesburg programme was a four-day simulation. The exercise used a live web platform designed for the simulation, skype messaging to deliver the simulation. It involved over 20 actors and spanned various sites including an informal settlement, the inner city and a local government emergency services training site. The LSTM programme was a four-hour simulation. The exercise used Twitter, MeerKat, Storify and Blackboard (Virtual Learning Environment) to deliver and archive the simulation; it involved two actors and took place in and around the university buildings.
The paper offers insights into the effectiveness of Twitter and web-based platforms to aid realistic, two-way communication within humanitarian simulations.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
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1. The whole session provoked a lively
discussion in the meeting chat. We have
selected and curated comments; together
they make a beautiful, poetic statement
about quietness in academia:
2. Before
I am very stressed out!
I am tired, and discombobulated.
Trying to do too many things at once!
Still marking :( Bored, frustrated and disappointed with my own engagement with it - hope format can change in future to void this situation.
Exhausting - marking (to 15 working days), endless targets, tasks that don't shift for marking.
General pace of the year is exhausting right now!
Tired, joined a new department with lots of enthusiastic but overworked colleagues but not met many face to face.
Exasperating - uni admin - 'the ministry is interfering at Hogwarts'.
I am very stressed out!
I am tired, and discombobulated.
Trying to do too many things at once!
Still marking :( Bored, frustrated and disappointed with my own engagement with it - hope
format can change in future to void this situation.
Exhausting - marking (to 15 working days), endless targets, tasks that don't shift for marking.
General pace of the year is exhausting right now!
Tired, joined a new department with lots of enthusiastic but overworked colleagues but not
met many face to face.
Exasperating - uni admin - 'the ministry is interfering at Hogwarts'.
Before....
3. Maybe we could re-frame 'should' to 'could'. Needless to say I am not good at that, and I have lists of what I
should do, and most of it by yesterday.
Let's abolish *should* !!
"I would if I could, but I can't...so I won't"
What about ‘must’?
Must must go too.
More things to dump - the urgency of digital presenteeism! That sense that we are now and have to be online all
day every day…
Must, should, could…
4. How do people feel with the silence right now?
The problem with online I think is that many people are multitasking... more than face-to-face..
Guilty as charged [...] - I've got my slides for my 3pm lesson open in the background :(
… so many are actually elsewhere…
I now prefer online meetings - love the Chat channel! (Really frustrated by online sessions with no Chat!!).
Agreed. The chat lets the online session ‘live’.
BUT - I know colleagues who were on their phones/iPads during F2F - the best was a friend who just did
crossword puzzles all through F2F meetings…
I think in person meetings, you can look out of the window, let your eyes drift, but perhaps are more focussed
with listening. Online, it can be difficult to look away (unless you switch the camera off, but then it may be thought
you are skiving), but also multitasking with emails pinging whilst in the online meeting. Sorry a bit rambly.
Being present online is hard - twitch inducing. Probably a great discipline like meditation, but not comfortable.
Wondering if it depends on the nature and purpose of the meetings [...]?
... and how many meetings are not really needed?
There are courses where participants have to completely be silent, no talking, no reading, no gesture, no
drawing, no expressing your minds, really helpful to practice being present :-)
Silence
5. my handcream that smells lovely
garden and flowers in my garden
I can see a lovely pink rose in the garden, and the breeze is blowing through the leaves of the buddleja.
The small perfectness of my caravan bedroom (where I am working right now).
My neighbour's enormous rose bush that I can see out of the window, a candle flame on the fireplace, and
the children (in between arguments) :))
Trees blowing out the window.
Our sleeping dog, curled up on his bed, who has been very ill - touch and go - but is now well on the way to
recovery.
My lunch :) also a stone shaped by a glacier a friend brought for me from New Zealand.
Sat listening with three colleagues - the comfort of companionship and discussion! The smell of cake, the little
houseplant, and our creative activity!
What brings people
joy, right now? (1)
6. looking at the sky, garden, tree, garden sculpture, flowers, cat, to rest my eyes away from the
screen :-)
a shell i found in the outer hebridies
The tree in front of the window, which currently blooms pink.
And now, in the silence, a robin singing away outside in the garden.
Some paintings of the new mexico desert that help me remember smell of sun-baked cactus, dry
sand, and the relief of a breeze to convert sweat into a balm.
Feeling warm as the view is not great (quite a bare office space), I can't see any greenery from
where I sit and the light is too strong for my eyes. :)
the communal silence now
What brings people
joy, right now? (2)
7. Calming, Relaxing Sounds (1)
How could any of us use these sounds?
I think if everyone in a class shares a sound of their immediate environment that might be useful to create some community?
Maybe in class, while students are focussing on a task and to avoid the 'embarrassing' silence when students haven't yet started to
share their ideas (in group work).
I like the idea [...] to have a coffee shop background while students work quietly on something... I wonder how this would change the
energy in the room?
It's never occurred to me to use a coffee shop soundtrack when I'm struggling to focus at home (permanent home worker) - what a
revelation!
Sometimes I just listen to white noise by plugging headphones into my PC speaker - basic but helps with focus. :)
I love aquariums! So relaxing. It never occurred to me to look for them on YouTube!
These are introduced at schools - GCSE/ A level stress removers - and we need them in HE.
Wondering if sounds could also represent feelings? A response to a task and observation etc.?
I also have songs - like Jerusalema, Down the River that I keep running in the background, totally energises me and yet still keep me
calm - but depends on my mood, I might start singing too. 😁
hahaha songs like this I can only use in a break otherwise I end up dancing at my desk instead of working but I do 1-2 song dance
breaks :D
8. Calming, Relaxing Sounds (2)
I do dance song breaks also :)
They are the best! And energising indeed.
Love dance/song breaks - and have jumped in and asked a whole lecture hall of first years to get
up and jump and sing and dance around with us... and they did!!
I think what works for me now has changed over the years….and depends on the work needed.
Sounds capture my brain’s attention differently now to what it did in the past.
Nature sounds are easier for me than music.
I often listen to music without listening to the lyrics… somehow manage to block them out.
One potential limitation to use music in class is that it may not be everyone's cup of tea and some
might really dislike the use of music or distract them?
Piano or harp are my go to.
9. Fairly gentle classical music works for me - but nothing I could sing along to, or I get distracted and want to
sing.
For me it's mood dependent on a really bad day I cannot find anything that works in the background, that's
usually a call to take a break and go for a walk.
The sound of rain is also so soothing, but it has to be real!
It's funny, it's the same for me. Using 'fake' noise can also not work for me while I love hearing the sound of
natural events (rain, tree tops swinging) in real life. But I can suddenly become obsessed with one song (e.g.
Vivaldi's summer) and need to listen to it again and again and it helps me focus for a long time.
I am loving all the different approaches here and it seems more mindful approaches to aural stimulation is
needed (and time is needed to make this effort).
I find instrumental film, video game soundtracks very good to work to.
Calming, Relaxing Sounds (3)
10. Slow Academia - and Life
We need to move towards Slow Learning and Slow Teaching.
“take time to think and to do”. oooh….love this!
Reclaim the quiet space!
Indeed - making the space to grow?
I am working on a project on assessment deadline and my title is - Skip your sleep, it is 23:59 - where I write
about the unhealthy patterns of face paced academia [...]
Sometimes/often ideas come at unconvenient times [...]... It was 18 mins past midnight last night when I felt I
needed to write something down…
One of the reasons there's always a notebook and a pencil on my bedside table….
Org pressures are not so tolerant of switching off, slowing down. For me it's a work in progress.
There's a wonderful bit in Kafka's diaries where he puts a blank sheet of paper in the typewriter. Stares at it all
day. Finally writes a couple of sentences. Tears the paper out and throws it in the bin. He writes "A good day's
work".
11. More on Silence
How does the communal silence feel?
Since we're all doing the same task, silence feels like connection.
The silence feels nice, refreshing in a way.
Does it have a texture? A colour? Is it save?
the silence feels peaceful…unusual and lovely
Silence is good as a restful counter to the permission to acknowledge what we are preoccupied with beforehand.
definitely a warm and comforting feeling
It feels like a poem in the making for me.
Not sure about a colour - green maybe but that relates to outside.
We are being present in an online meeting.
Within the silence
The soft breath of connection
We join together.