This document outlines an agenda for a Technology Enhanced Learning (TEL) workshop at Cranfield University. The workshop aims to help participants plan and develop short learning activities using multimedia tools to address common student support issues. The agenda includes identifying a learning activity and intended outcomes, exploring available TEL tools from Cranfield and public websites, selecting appropriate tools, developing activity components, and presenting and evaluating the activities. Participants will learn about incorporating multimedia, online collaboration and active learning approaches according to principles of good practice and learning theories including Kolb's learning cycle.
Positioning the values and practices of open education at the core of Univers...Lorna Campbell
By Stuart Nicol, Anne-Mare Scott and Lorna M. Campbell, University of Edinburgh. Workshop delivered at OER19 Recentering Open Conference, NUI Galway, April 2019
Open educational resources and sharing your teaching materialsJane Secker
This document discusses open educational resources (OERs), which are teaching, learning, and research materials that are freely available online. It introduces OERs and their benefits, such as reducing barriers to learning and allowing educators to build on each other's work instead of reinventing the wheel. The document also addresses best practices for finding, sharing, and creating OERs while ensuring proper licensing and attribution. Educators are encouraged to consider openly sharing their work as OERs in order to collaborate with others and enhance their teaching.
This document discusses three important considerations for online course design: communication, community, and content. It emphasizes using technology to create communication between instructors and students through announcements, discussion boards, forums and comments. It also stresses using technology to create a sense of community among students through introductory questionnaires, feedback, forums and small groups. Finally, it addresses utilizing digital content such as virtual libraries, websites, video/audio and current events to supplement course material.
The document provides information about the U-Learn 2010 conference taking place from October 6-8 in Christchurch, New Zealand. It includes details about the keynote speakers, schedule of events with breakout sessions, and descriptions of some of the breakout sessions. The conference will focus on aspects of learning and leading, with delegates able to choose workshops within different themes. It provides an opportunity for staff to network with other educational professionals.
Presentation by Community College Consortium for Open Educational Resources at the American Association of Community Colleges Workforce Development Institute 2013 in San Diego
The document outlines an agenda for a workshop on technology enhanced learning (TEL) at Cranfield University. The workshop aims to help participants plan and develop short learning activities using online multimedia tools that integrate two or more web services. Participants will identify a relevant activity, select appropriate TEL tools, develop components of the activity, integrate elements, and present and evaluate the activities. The document provides examples of public web-based tools and proposed learning activities. It also discusses key considerations for designing effective online learning activities.
This document outlines an agenda for a Technology Enhanced Learning (TEL) workshop at Cranfield University. The workshop aims to help participants plan and develop short learning activities using multimedia tools to address common student support issues. The agenda includes identifying a learning activity and intended outcomes, exploring available TEL tools from Cranfield and public websites, selecting appropriate tools, developing activity components, and presenting and evaluating the activities. Participants will learn about incorporating multimedia, online collaboration and active learning approaches according to principles of good practice and learning theories including Kolb's learning cycle.
Positioning the values and practices of open education at the core of Univers...Lorna Campbell
By Stuart Nicol, Anne-Mare Scott and Lorna M. Campbell, University of Edinburgh. Workshop delivered at OER19 Recentering Open Conference, NUI Galway, April 2019
Open educational resources and sharing your teaching materialsJane Secker
This document discusses open educational resources (OERs), which are teaching, learning, and research materials that are freely available online. It introduces OERs and their benefits, such as reducing barriers to learning and allowing educators to build on each other's work instead of reinventing the wheel. The document also addresses best practices for finding, sharing, and creating OERs while ensuring proper licensing and attribution. Educators are encouraged to consider openly sharing their work as OERs in order to collaborate with others and enhance their teaching.
This document discusses three important considerations for online course design: communication, community, and content. It emphasizes using technology to create communication between instructors and students through announcements, discussion boards, forums and comments. It also stresses using technology to create a sense of community among students through introductory questionnaires, feedback, forums and small groups. Finally, it addresses utilizing digital content such as virtual libraries, websites, video/audio and current events to supplement course material.
The document provides information about the U-Learn 2010 conference taking place from October 6-8 in Christchurch, New Zealand. It includes details about the keynote speakers, schedule of events with breakout sessions, and descriptions of some of the breakout sessions. The conference will focus on aspects of learning and leading, with delegates able to choose workshops within different themes. It provides an opportunity for staff to network with other educational professionals.
Presentation by Community College Consortium for Open Educational Resources at the American Association of Community Colleges Workforce Development Institute 2013 in San Diego
The document outlines an agenda for a workshop on technology enhanced learning (TEL) at Cranfield University. The workshop aims to help participants plan and develop short learning activities using online multimedia tools that integrate two or more web services. Participants will identify a relevant activity, select appropriate TEL tools, develop components of the activity, integrate elements, and present and evaluate the activities. The document provides examples of public web-based tools and proposed learning activities. It also discusses key considerations for designing effective online learning activities.
This presentation was given by Rebecca Mogg, Senior Subject Librarian, Cardiff Universtiy at the CaRILLO event at the University of Birmingham, 3rd August 2010.
This document discusses an online tutoring platform called Studiorum that aims to meet the needs of both teachers and students. It provides modern ways for teachers to interact with and earn money from students, while giving students fast access to tutoring resources and exceptional teachers. The platform allows for private tutoring sessions, on-demand help, and live courses. Users can also share resources, rate each other, and connect within study groups. Revenue is generated from credits purchased by students to pay teachers, with Studiorum taking a percentage of each transaction. The founder believes the solution addresses key market needs and that their experience positioning the platform for success.
Social media portfolios: building the digital toolbox using social mediaSue Beckingham
Social Media Portfolios discusses building digital toolboxes using social media to develop professional profiles. It recommends LinkedIn as the place for professionals and developing professional profiles on social media for aspiring and practicing professionals. It introduces Connected U, a toolkit and resources for developing an online professional identity through cases studies, guides, profiles and recommendations on social media platforms like LinkedIn. The document focuses on helping students and academics develop lifelong professional habits and presence through curating content for their social media profiles.
From local to global: sharing information literacy teaching as open education...Jane Secker
This document summarizes a presentation on open and sustainable ways to share teaching resources. It discusses definitions of open educational resources (OER) and communities of practice. Current methods of sharing are explored, such as repositories and sites used. Case studies from the University of Northampton and University of Leeds describe their OER programs. Barriers to sharing include finding high quality resources, and the role of communities of practice in supporting librarians globally in sharing materials is examined.
The document announces a conference called U-Learn 2010 that will take place from October 6-8 in Christchurch, New Zealand. It provides details on the keynote speakers, themes of the conference, and schedule of events including breakout sessions on topics such as using digital cameras in lessons, social networking tools for classrooms, and making numeracy fun. Staff from the organization are encouraged to apply to attend the conference as it is an opportunity for networking and learning from other educational professionals.
Faculty of Business IT & Student Services Induction 2018Applet
The document provides information for new students on health and safety procedures, IT support services, and student support resources at the Faculty of Business. It outlines where to go in the event of a fire alarm or incident, how to report hazards, and where to find computer access and printing. It also describes support services for students including personal tutoring, careers advice, disability assistance, and well-being resources. Learning support is available through Lynda.com videos, study guides, and tutorial bookings. Students are advised to keep their work safe and use strong passwords to stay safe online.
Learning Commons at CapU: What Is Our Vision?caplibrarytania
The document discusses the concept of a Learning Commons, which aims to create a collaborative student-centered space that facilitates connections between students, faculty, information, equipment and other resources. It provides examples of Learning Commons models at UBC and SFU, highlighting features like flexible furniture, peer support programs, technology, and spaces for both individual and group work. The document emphasizes that a Learning Commons should be adaptable to student needs and schedules and integrate various student services. It also notes some potential challenges in implementing this model, such as collaboration across stakeholders.
The VISCED project aimed to inventory and evaluate innovative ICT-enhanced learning initiatives for students aged 14-21, with a focus on virtual schools and colleges. Over its two-year period, the project published case studies, reports, and recommendations. Key outputs included a handbook with sections on virtual school models, best practices, and policy options to support virtual schools across Europe.
Alfreda Love discussed how she maintains a personal learning network (PLN) through professional networks, coworkers, professors, teachers, and administrators to stay current. She uses technology like blogs, communication methods, videos, and distance learning to reflect on skills and continue training. She recommends Dr. Adolph Brown III and Dr. John Maxwell and shared a Walt Disney quote about getting started by doing rather than just talking.
Fdol132 Unit 3: Flexible learning with Alastair Creelmanopenfdol
This document summarizes a webinar on flexible learning in the digital age. It introduces Alastair Creelman as the presenter and discusses topics like what flexible learning means, how the locations and types of learning have expanded, and how completion rates can be improved through course design, interaction, and support. It also briefly profiles the #FDOL132 team and announces the next webinar on collaborative learning and communities.
This document provides information about international learning opportunities for teachers and students through programs like eTwinning, Erasmus+, and Connecting Classrooms. It describes how eTwinning allows collaboration between European teachers and students online through projects. A case study is presented on a primary school that found success through eTwinning. Benefits included increased technology, sharing ideas, and international experiences for students. Information is also provided on the Erasmus+ program funding for mobility and partnerships. Workshops and support are offered to guide schools through the application process for these international opportunities.
The university as a hackerspace - Joss Winn - Jisc Digital Festival 2014Jisc
1. The document proposes the idea of a university operating as a hackerspace through a cross-university Masters by Research degree program.
2. This program would treat the entire campus as a hackerspace, involving staff and facilities across schools in an anti-disciplinary manner.
3. Students and teachers would both learn through experiments and challenges adopting a hacker ethic, in line with the concept of the student as producer where research forms the basis of learning and the institution learns from its teacher-student scholars.
Online Faculty Development at Scale: The Open SUNY Center for Online Teachin...Alexandra M. Pickett
Presentation on April 3. 2014
ELI 2014 Online Spring Focus Session: Faculty Engagement and Development: Effective and Innovative Practice
SUNY has been a pioneer and leader in online education for over 20 years, and this success has been made possible by a vibrant community of researchers, instructional designers, librarians, technologists, and online educators. To build on this strong foundation, SUNY has launched the Open SUNY Center for Online Teaching Excellence, which celebrates, connects, and nurtures effective online education practitioners across the SUNY system while furthering our knowledge of the most effective teaching and learning practices in online education.
Outcomes: Learn how we leverage our "SUNY systemness" and partner with our campuses to engage and connect the community of online education experts across the vast 64-campus SUNY system * Scale distinctive and comprehensive development opportunities to faculty directly and in conjunction with their home campuses * Support faculty with resources needed for course development and enhancement in conjunction with their home campuses * Encourage scholarship in online teaching and learning practices to meet the needs of today’s diverse learners and pursue research-driven innovations that increase online teaching and learning effectiveness.
http://www.educause.edu/events/online-spring-focus-session-faculty-engagement-and-development
http://slneducation.edublogs.org/2014/04/03/online-faculty-development-at-scale-the-open-suny-center-for-online-teaching-excellence/
Slides for presentation given on Day 2 of AltC 2014 at University of Warwick
Clued Up! Our site for student Digital Literacies:
http://learning.londonmet.ac.uk/epacks/digital-literacies/index.html
The eMatrix - our staff-facing resource for TEL: http://www.celtelearning.org
An overview of Jisc MediaHub from Andrew Bevan from Edina. Part of the "Insight into using digital media" webinar. All the resources are available at http://bit.ly/insight-resources.
Presentation delivered by Nicola Osborne at the Jisc FE Windows project workshop in Gower College Swansea, Swansea on 27th June 2014. An overview of the Jisc MediaHub service, which is being offered free to FE in the UK.
The document discusses using social networks and flexible assessment for an ICT Diploma course. It provides an overview of the ICT Diploma and opportunities for flexible delivery and assessment. Attendees participate in an exercise using a social network site to complete tasks like uploading a profile photo, video, and audio recording. The social network is proposed as a key part of the course to allow for initial, formative, and summative assessment throughout.
Conversations in the Cloud: Strategies for Implementing Open Reflective Writi...Michael Paskevicius
In these sessions we explore a range of ways to support students in sharing their experiences, reflections and discussions outside of class in a more open manner – through digital communication platforms and tools. As part of this series, you will redesign one course activity or assessment strategy for implementation in a course in Fall 2016.
Throughout the three part series we will engage in a simulation using a shared and collaborative WordPress blog thereby modeling approaches to implementing open reflective writing. Various models of using WordPress in education will be explored including individual student reflective writing sites, collaborative community course sites, and aggregated sites.
By the end of these sessions participants will:
-experience taking part in a collaborative reflective writing community
-plan a learning activity which makes use of this technique
-share their experiences implementing within their discipline
This workshop discusses evaluating teaching practice and student learning, and the role of technology. It encourages thinking about how to evaluate one's own teaching, whether students are learning as intended, and techniques to help with evaluation. Classroom Assessment Techniques are outlined that can provide quick feedback, encourage active learning, and easily analyze results. Examples of techniques include the Muddiest Point method and one sentence summaries. Resources on evaluation are provided, as is a discussion of a case study where a lecturer made changes but wasn't sure if it benefitted students. The importance of ongoing evaluation is emphasized to enhance practice as students and technology change over time.
This presentation was given by Rebecca Mogg, Senior Subject Librarian, Cardiff Universtiy at the CaRILLO event at the University of Birmingham, 3rd August 2010.
This document discusses an online tutoring platform called Studiorum that aims to meet the needs of both teachers and students. It provides modern ways for teachers to interact with and earn money from students, while giving students fast access to tutoring resources and exceptional teachers. The platform allows for private tutoring sessions, on-demand help, and live courses. Users can also share resources, rate each other, and connect within study groups. Revenue is generated from credits purchased by students to pay teachers, with Studiorum taking a percentage of each transaction. The founder believes the solution addresses key market needs and that their experience positioning the platform for success.
Social media portfolios: building the digital toolbox using social mediaSue Beckingham
Social Media Portfolios discusses building digital toolboxes using social media to develop professional profiles. It recommends LinkedIn as the place for professionals and developing professional profiles on social media for aspiring and practicing professionals. It introduces Connected U, a toolkit and resources for developing an online professional identity through cases studies, guides, profiles and recommendations on social media platforms like LinkedIn. The document focuses on helping students and academics develop lifelong professional habits and presence through curating content for their social media profiles.
From local to global: sharing information literacy teaching as open education...Jane Secker
This document summarizes a presentation on open and sustainable ways to share teaching resources. It discusses definitions of open educational resources (OER) and communities of practice. Current methods of sharing are explored, such as repositories and sites used. Case studies from the University of Northampton and University of Leeds describe their OER programs. Barriers to sharing include finding high quality resources, and the role of communities of practice in supporting librarians globally in sharing materials is examined.
The document announces a conference called U-Learn 2010 that will take place from October 6-8 in Christchurch, New Zealand. It provides details on the keynote speakers, themes of the conference, and schedule of events including breakout sessions on topics such as using digital cameras in lessons, social networking tools for classrooms, and making numeracy fun. Staff from the organization are encouraged to apply to attend the conference as it is an opportunity for networking and learning from other educational professionals.
Faculty of Business IT & Student Services Induction 2018Applet
The document provides information for new students on health and safety procedures, IT support services, and student support resources at the Faculty of Business. It outlines where to go in the event of a fire alarm or incident, how to report hazards, and where to find computer access and printing. It also describes support services for students including personal tutoring, careers advice, disability assistance, and well-being resources. Learning support is available through Lynda.com videos, study guides, and tutorial bookings. Students are advised to keep their work safe and use strong passwords to stay safe online.
Learning Commons at CapU: What Is Our Vision?caplibrarytania
The document discusses the concept of a Learning Commons, which aims to create a collaborative student-centered space that facilitates connections between students, faculty, information, equipment and other resources. It provides examples of Learning Commons models at UBC and SFU, highlighting features like flexible furniture, peer support programs, technology, and spaces for both individual and group work. The document emphasizes that a Learning Commons should be adaptable to student needs and schedules and integrate various student services. It also notes some potential challenges in implementing this model, such as collaboration across stakeholders.
The VISCED project aimed to inventory and evaluate innovative ICT-enhanced learning initiatives for students aged 14-21, with a focus on virtual schools and colleges. Over its two-year period, the project published case studies, reports, and recommendations. Key outputs included a handbook with sections on virtual school models, best practices, and policy options to support virtual schools across Europe.
Alfreda Love discussed how she maintains a personal learning network (PLN) through professional networks, coworkers, professors, teachers, and administrators to stay current. She uses technology like blogs, communication methods, videos, and distance learning to reflect on skills and continue training. She recommends Dr. Adolph Brown III and Dr. John Maxwell and shared a Walt Disney quote about getting started by doing rather than just talking.
Fdol132 Unit 3: Flexible learning with Alastair Creelmanopenfdol
This document summarizes a webinar on flexible learning in the digital age. It introduces Alastair Creelman as the presenter and discusses topics like what flexible learning means, how the locations and types of learning have expanded, and how completion rates can be improved through course design, interaction, and support. It also briefly profiles the #FDOL132 team and announces the next webinar on collaborative learning and communities.
This document provides information about international learning opportunities for teachers and students through programs like eTwinning, Erasmus+, and Connecting Classrooms. It describes how eTwinning allows collaboration between European teachers and students online through projects. A case study is presented on a primary school that found success through eTwinning. Benefits included increased technology, sharing ideas, and international experiences for students. Information is also provided on the Erasmus+ program funding for mobility and partnerships. Workshops and support are offered to guide schools through the application process for these international opportunities.
The university as a hackerspace - Joss Winn - Jisc Digital Festival 2014Jisc
1. The document proposes the idea of a university operating as a hackerspace through a cross-university Masters by Research degree program.
2. This program would treat the entire campus as a hackerspace, involving staff and facilities across schools in an anti-disciplinary manner.
3. Students and teachers would both learn through experiments and challenges adopting a hacker ethic, in line with the concept of the student as producer where research forms the basis of learning and the institution learns from its teacher-student scholars.
Online Faculty Development at Scale: The Open SUNY Center for Online Teachin...Alexandra M. Pickett
Presentation on April 3. 2014
ELI 2014 Online Spring Focus Session: Faculty Engagement and Development: Effective and Innovative Practice
SUNY has been a pioneer and leader in online education for over 20 years, and this success has been made possible by a vibrant community of researchers, instructional designers, librarians, technologists, and online educators. To build on this strong foundation, SUNY has launched the Open SUNY Center for Online Teaching Excellence, which celebrates, connects, and nurtures effective online education practitioners across the SUNY system while furthering our knowledge of the most effective teaching and learning practices in online education.
Outcomes: Learn how we leverage our "SUNY systemness" and partner with our campuses to engage and connect the community of online education experts across the vast 64-campus SUNY system * Scale distinctive and comprehensive development opportunities to faculty directly and in conjunction with their home campuses * Support faculty with resources needed for course development and enhancement in conjunction with their home campuses * Encourage scholarship in online teaching and learning practices to meet the needs of today’s diverse learners and pursue research-driven innovations that increase online teaching and learning effectiveness.
http://www.educause.edu/events/online-spring-focus-session-faculty-engagement-and-development
http://slneducation.edublogs.org/2014/04/03/online-faculty-development-at-scale-the-open-suny-center-for-online-teaching-excellence/
Slides for presentation given on Day 2 of AltC 2014 at University of Warwick
Clued Up! Our site for student Digital Literacies:
http://learning.londonmet.ac.uk/epacks/digital-literacies/index.html
The eMatrix - our staff-facing resource for TEL: http://www.celtelearning.org
An overview of Jisc MediaHub from Andrew Bevan from Edina. Part of the "Insight into using digital media" webinar. All the resources are available at http://bit.ly/insight-resources.
Presentation delivered by Nicola Osborne at the Jisc FE Windows project workshop in Gower College Swansea, Swansea on 27th June 2014. An overview of the Jisc MediaHub service, which is being offered free to FE in the UK.
The document discusses using social networks and flexible assessment for an ICT Diploma course. It provides an overview of the ICT Diploma and opportunities for flexible delivery and assessment. Attendees participate in an exercise using a social network site to complete tasks like uploading a profile photo, video, and audio recording. The social network is proposed as a key part of the course to allow for initial, formative, and summative assessment throughout.
Conversations in the Cloud: Strategies for Implementing Open Reflective Writi...Michael Paskevicius
In these sessions we explore a range of ways to support students in sharing their experiences, reflections and discussions outside of class in a more open manner – through digital communication platforms and tools. As part of this series, you will redesign one course activity or assessment strategy for implementation in a course in Fall 2016.
Throughout the three part series we will engage in a simulation using a shared and collaborative WordPress blog thereby modeling approaches to implementing open reflective writing. Various models of using WordPress in education will be explored including individual student reflective writing sites, collaborative community course sites, and aggregated sites.
By the end of these sessions participants will:
-experience taking part in a collaborative reflective writing community
-plan a learning activity which makes use of this technique
-share their experiences implementing within their discipline
This workshop discusses evaluating teaching practice and student learning, and the role of technology. It encourages thinking about how to evaluate one's own teaching, whether students are learning as intended, and techniques to help with evaluation. Classroom Assessment Techniques are outlined that can provide quick feedback, encourage active learning, and easily analyze results. Examples of techniques include the Muddiest Point method and one sentence summaries. Resources on evaluation are provided, as is a discussion of a case study where a lecturer made changes but wasn't sure if it benefitted students. The importance of ongoing evaluation is emphasized to enhance practice as students and technology change over time.
This document discusses assessment and feedback and contains questions about what constitutes good assessment and feedback. It explores how technology can enhance assessment through efficient marking, rapid feedback, and more authentic assessments. The document suggests that good feedback provides information for students to reflect on and improve, and should be student-led. It addresses whether students engage with feedback and argues they must be proactive. Finally, it discusses the current technology offerings and desires improved voice recognition software and audio integration to provide feedback.
Electronic Management of Assessment - Sarah Mogatelshef
Electronic Management of Assessment (i.e. Electronic Submission, Marking and Feedback) offers the opportunity to streamline administrative processes and improve the quality of feedback that students get on their assessed work. This session explored both the advantages and broader issues surrounding the use of EMA and the important factors that you need to consider to make this a success. There was an opportunity to learn from the experiences of your colleagues who have recently introduced EMA at departmental level.
This document summarizes the delivery of the new Library and Information Services Management distance learning program at the University of Sheffield. It identifies three critical success factors: 1) high-level institutional support and sufficient resources, 2) robust technologies that staff and students can use, and 3) pedagogical approaches that encourage interactive learning and engagement. It then provides details on the specific technologies used, such as Adobe Connect, and how they were implemented in different courses. Student feedback indicated the importance of preparation, balancing synchronous and asynchronous activities, and having a mixture of resources.
The document summarizes the process of transitioning a workbook for a European Union Law module from the Moodle quiz tool to Pebblepad.
The initial versions in Moodle had limitations like losing answers between attempts and requiring manual marking. A second version as a learning module had some improvements but still issues.
Pebblepad was identified as a better fit as its workbook concept mapped better to the needs. It was demoed to the coordinator and implemented. Advantages included better formatting, reflection, and tracking. Some issues around interface and mobile support remained.
Overall feedback was positive, praising its help for revision and preparation. Suggestions included releasing it earlier and making it cover the whole module rather
Winter TELFest - Digital Technology to Facilitate Tranferable Skills Learning...telshef
This document outlines a program called "Achieve More in FoS" at a university that aims to help 1400 students across 350 groups develop skills like independent learning, research, teamwork, and employability over 10 weeks. It details support provided through drop-in sessions and skills training workshops. The program emphasizes student reflection and uses an online platform called Pebble Pad to host workbooks, submissions, and reporting in a way that is accessible, permanent, and integrated with the university's learning system. Some areas for potential improvement in Pebble Pad's features are also noted.
Winter TELFest - Building an Exemplary MOLE Course - Danny Monaghan & Pete Mellatelshef
This document provides an overview of strategies for building exemplary online courses. It discusses the following key points:
1. The session will provide ideas and help improve courses, but is not a beginner's guide or step-by-step instructions.
2. Frequent and varied formative and summative assessments are important, along with using rubrics.
3. Simple and free ways to add rich media include using images, video, audio and screencasting tools. Creative Commons resources can also be used while being wary of copyright.
4. An exemplary course program in the spring will involve improving courses through group work, peer review and using a course rubric.
This document discusses engaging students in teaching spaces and active learning. It notes that profound learning occurs through listening, questioning, discussing, teaching others, and being intrinsically motivated. Research is cited showing that active learning leads to 1.5 times less failure in science, engineering, and math courses. Challenges to active learning are identified as group sizes, classroom design, technology availability, training, and confidence. The document promotes participation in an evaluation and classroom design survey.
The Web today offers a wealth of opportunities for academics to share, discuss and measure their research. Whether that be social media, alternative metrics, video or scholarly communications via blogs or websites. The purpose of this workshop was to explain the benefits, and how academics maximise them for their own workflows, research, impact and profile. The workshop also showcased content from the Research Hack series and how researchers negate issues and problems in engaging with new technologies.
1) The document discusses using Google+ communities to enhance student learning, engagement, and communication at the University of Sheffield's Department of Biomedical Science (BMS).
2) BMS has been using Google+ communities for the past two years to connect staff and undergraduate students, providing a forum for discussion and sharing information.
3) Benefits of the Google+ communities include being mobile-friendly, allowing efficient feedback from staff and questions from students, and effective distribution of targeted year-level information through notifications and linking to other Google tools.
This document discusses gamification as a technique for motivating learners. It defines gamification as using game design concepts outside of games, such as adding rewards and leaderboards, to motivate specific behaviors. The document outlines how gamification can be used to encourage goals and track progress. It also discusses criticism of gamification, such as how extrinsic rewards may undermine intrinsic motivation. Examples are given of how gamification has been applied in education and business. The document concludes that gamification is a useful motivational tool when applied carefully but may not be suitable for every situation.
BMS Career development skills using Google sitestelshef
Presentation on the content of a module focusing on new media skills that is now core in BMS (Biomedical Science). This modules focus was on students developing new skills in media as well as being aware of their digital footprint
presented at TELfest September 2014
The document discusses upcoming changes and improvements to the MOLE system at the University of Sheffield. It notes that the system will be upgraded by the end of 2014, which will include bug fixes, technical improvements, and new features such as My Grades, portfolios, student previews, anonymous marking, and parallel marking. Feedback on the changes is requested through an online form.
MOLE is an acronym for "My Online Learning Environment". It is a virtual learning environment owned by Blackboard that allows students access to tools to build and share course content, conduct assessments, and foster collaboration online. The document introduces MOLE and reviews its key features like customizing navigation menus, using edit and student view modes, uploading files and creating web links. It also covers managing content and releasing it adaptively, as well as the different user roles in MOLE like instructor, teaching assistant, and student.
This document discusses using social media to enhance one's online presence and brand. It defines what a brand is and why it matters to have a strong online brand. It then provides information on using various social media tools like LinkedIn, Twitter, Google Scholar, and SlideShare to grow one's network and visibility. It also discusses using social media for teaching and engaging with students.
China's interest in open education, OER, MOOCs, and big datatbirdcymru
This document discusses China's interest in open education practices including open educational resources (OER), massive open online courses (MOOCs), and big data. It provides an overview of the University of Leicester's OER program including courses harvested from iTunes U and their use by Chinese students. Survey results show that Chinese students use these open resources to learn about potential universities and their programs. The document concludes by recommending ways for universities to engage Chinese partners and platforms to increase exposure for their open courses.
A quick introduction to these Social Media technologies: blogs, Delicious, SlideShare, podcasts, YouTube and Twitter.
Some suggestions / examples for their possible use in teaching and learning
How could you use them in your teaching?
MEDEAnet Workshop ‘Multimedia Applications in School Education' on 3-4 April ...MEDEA Awards
This workshop included practical exercises whereby teachers created their own video resources for use in a flipped classroom. Other presentations included inputs from teachers about specific IT related initiatives in the region. These were a project about the use of 3D with autistic children, an experience with an audience respose system and the experiences of a teacher on the use of software for web development.
Participants also learned how to re-use existing video materials in different pedagogical contexts, and explore the various different types of existing video resources which can be used for teaching and learning as well as view samples and best practices, many of which have been finalists or winners in the MEDEA Awards scheme 2008 – 2012.
Flipped education video and sounding off - Reynoldsmdxaltc
This document discusses flipped education and using audio/video feedback for student assignments. It proposes that students create video assignments to demonstrate their understanding instead of written work, allowing educators to assess presentation skills. Feedback is usually provided more quickly through audio recordings. Students generally find video assignments and audio feedback useful for understanding content and receiving timely feedback. Creating videos helps students develop digital literacy and online media skills.
Clive Young and Nataša Perovic
Digital Education, UCL - University College London
Presentation given to the Adolfo Ibáñez University, Santiago, Chile on 17 and 18 November 2016
The Avalon Media System: An Open Source Audio/Video System for Libraries and ...Avalon Media System
This presentation was given by Stu Baker and Stefan Elnabli at a 2013 Media Preservation meeting hosted by the Media Preservation Initiative in Bloomington, Indiana.
The impact of video becoming mainstream across the whole UCL campusClive Young
Video has become mainstream across the University College London (UCL) campus over the past decade. Initially, lectures were simply recorded for students to access online (lecture capture). However, UCL has increasingly focused on using video in pedagogically innovative ways to engage students. Staff now create online video lessons, screen recordings, and flipped classroom models. Students also produce and interact with videos. UCL aims to support these practices by providing training and easy-to-use video tools integrated with the learning management system. The goal is high-quality, sustainable video use that improves the student learning experience.
This document discusses emerging technologies that can be used to enhance information literacy instruction in libraries. It describes tools like mobile apps, social media, digital reference, blogs, and videos that can be utilized to engage learners and provide flexible access to library resources. The document emphasizes that technology alone does not improve learning; it must be integrated thoughtfully based on learning theories to positively impact the learning process and outcomes.
Lecture capture: lessons and future directionsClive Young
This document summarizes lecture capture use at University College London (UCL) over 7 years, identifies pedagogical considerations and opportunities, and discusses future directions. Key points include: lecture capture is now mainstream at UCL with over 2000 recordings per term; while originally meant to address student demand, it also drives traffic to the online learning platform and builds media capacity; however, the "lecture capture" label fails to capture its disruptive potential, and focusing on pedagogy and active learning is important for quality and sustainability. The future includes more tools and training for student input and integration of lecture capture into courses.
Media Asset Management: Streaming Video LandscapeStephen Marvin
Presentation with João Gomes, Fundação para a Ciência e Tecnologia and Celeste Feather, LYRASIS on access and curation services for video in libraries.
This presentation was from a talk I gave at the International Association of Technology, Education and Development conference in Valencia, Spain in 2010.
This document discusses using podcasting in education. It begins by defining podcasting as audio or video files distributed over the internet for listening on mobile devices or computers. It then discusses benefits of podcasting like enhancing engagement and facilitating self-paced learning. Various types of podcasts and the podcasting process are also outlined. The document also summarizes a podcasting pilot project conducted at the University of Southern Mississippi that found students were interested in using podcasting to review materials. It concludes by providing best practices and potential issues for educational podcasting.
This document discusses setting up a "Teaching the Teachers" digital brown bag series at Oregon Institute of Technology to provide training sessions for staff and faculty on various topics. The sessions would be held concurrently in-person and online, and also recorded for those unable to attend live. Free or low-cost web conferencing tools like Dim Dim or Elluminate would allow participation from remote locations. Sample topics covered include copyright, using library resources, evaluating online information, and research tools. The goals are to address training needs for a geographically dispersed university and create an engaging experience for both in-person and remote attendees.
REC:all Exploring the potential of lecture capture in universities and higher...MEDEA Awards
Mathy Vanbuel presented "REC:all" and the potential of lecture capture in universities during the scientific meeting 'Using media to support learning from pre-school through to University' on 31 May 2013 in Greece.
This presentation will address the latest developments in lecture capture and the way universities are using lecture capture to enhance and augment their learning offer to students. During this presentation, information about a variety of different pedagogical models will be provided related to the technical support mechanisms being put in place by universities to support such models.
This document lists ideas for utilizing social media to engage alumni and students of the Lubin Business School. It proposes using platforms like iTunes U, YouTube, and Slideshare to share lectures, presentations, and the school's knowledge base. It also suggests connecting alumni with students through sharing work experiences and industry information, as well as facilitating job connections and research collaborations. Additional ideas involve offering social media workshops for alumni and holding a student contest to become the Lubin Business School's social media marketer. The overall goal is to start an "idea jamming" process to engage the Lubin community through various social networking platforms.
Peter Kilcoyne About the BLC Scottish Blended Learning Conference june15 2018John Casey
This document discusses the Blended Learning Consortium (BLC), which provides high-quality interactive e-learning content developed by UK colleges to its member institutions. It shares statistics on student interactions and outcomes using BLC content. Membership allows colleges to leverage shared resources and costs to develop over 1400 hours of content across many subject areas. Feedback shows students find the content easy to understand and helpful for their studies. The BLC aims to continue growing its membership nationally and internationally to further collaborative digital learning.
Similar to Sheffield on i tunes u introduction and future directions telfest 2014 (20)
TDeveloping and Assessing the Digital Curriculum: Taking a Programme-Level Ap...telshef
This session reflects two University initiatives, giving participants the chance to discuss how digital and information literacies and skills of our students can be integrated widely into a programme-level curriculum. Tom Clark (Sociological Studies) will reflect on a University-funded ‘Inside Knowledge’ project that utilised Killen and Chatterton’s 2015 model of staff-student partnership to map levels of digital literacy within a sociology programme. It will explain how the seven key areas of digital literacy proposed by Jisc to create a measurement tool to assess the digital curricula, before exploring how this resonated with students’ expectations, experience and capabilities of the programme. Vicky Grant (Library) will present an initiative by the University Library, in partnership with staff and student stakeholders, to develop a model, framework and offer for Information and Digital Literacy (IDL) at the University of Sheffield.
Developing and Assessing the Digital Curriculum: Taking a Programme-Level App...telshef
One of two presentations.
This session reflects two University initiatives, giving participants the chance to discuss how digital and information literacies and skills of our students can be integrated widely into a programme-level curriculum. Tom Clark (Sociological Studies) will reflect on a University-funded ‘Inside Knowledge’ project that utilised Killen and Chatterton’s 2015 model of staff-student partnership to map levels of digital literacy within a sociology programme. It will explain how the seven key areas of digital literacy proposed by Jisc to create a measurement tool to assess the digital curricula, before exploring how this resonated with students’ expectations, experience and capabilities of the programme. Vicky Grant (Library) will present an initiative by the University Library, in partnership with staff and student stakeholders, to develop a model, framework and offer for Information and Digital Literacy (IDL) at the University of Sheffield.
Media rich feedback using Explain Everything and MOLE - Aidan Hoggardtelshef
Part of the Innovation in Media Case Studies presentations.
This series of case studies looks at colleagues who have used video to innovate their learning, teaching and assessment. Aidan Hoggard (Architecture) will demonstrate how Explain Everything has been used to provide rich media feedback for student work, which includes live drawing, images and files. Julia Davies (School of Education) draws upon her experiences of designing and supporting students in producing videos to talk about the challenges using the medium for assessment, and how she has learnt from mistakes - as well as small victories. Daragh O’Reilly and Loo Yeo (Management School) and Jesse Armstrong (CiCS Creative Media Team) will discuss the MSc module ‘Managing Creative Brands’, where students were required to produce a ten minute video analysing brands within creative and cultural industries. They will provide an overview of the TEL process on this module, with reflections from staff involved.
Part of the Kaltura Digital Media Launch presentations.
This presentation concerns the use of Video feedback andhow it enhances the experience of both Staff and Students
Innovation in Video Case Studies - Loo Yeo, Darahgh O'Reilly, Jesse Armstrong.telshef
This series of case studies looks at colleagues who have used video to innovate their learning, teaching and assessment. Aidan Hoggard (Architecture) will demonstrate how Explain Everything has been used to provide rich media feedback for student work, which includes live drawing, images and files. Julia Davies (School of Education) draws upon her experiences of designing and supporting students in producing videos to talk about the challenges using the medium for assessment, and how she has learnt from mistakes - as well as small victories. Daragh O’Reilly and Loo Yeo (Management School) and Jesse Armstrong (CiCS Creative Media Team) will discuss the MSc module ‘Managing Creative Brands’, where students were required to produce a ten minute video analysing brands within creative and cultural industries. They will provide an overview of the TEL process on this module, with reflections from staff involved.
Kaltura Digital Media Hub Launch - Graham McElearney et. al.telshef
This session sees the launch of the Kaltura Digital Media Hub, a new platform that supports the increasing use of video across learning and teaching, research, public engagement and communications. Hear from academics who have been piloting this new platform to share and create media resources and enable students to submit video assignments.
The document discusses using video as an alternative form of assessment in higher education. It notes benefits like engaging students in contemporary media, developing expertise, and collaborative work. Some challenges mentioned are time, copyright issues, developing teaching skills, and ensuring collaboration and accountability in group work. Student evaluations of a video assessment project were generally positive, praising the creative outlet and learning experience, though some found the technical skills and group work challenging. The author concludes with lessons learned, such as providing more preparation and feedback sessions, and strengthening requirements around including theory in reflective writing.
"Is There Anybody Out There?" - Claire Beecroft, Luke Millertelshef
Part of the Online Communities Case Studies presentations.
This session includes case studies themes around the creation of online communities for learners. Claire Beecroft and Luke Miller (ScHARR) use their extensive experience of delivering distance learning courses to discuss what motivates students within an online learning environment, and how the development of ‘teacher immediacy behaviours’, and of innovative online pedagogy, can help to maintain establish and sustain genuine relationships between online learners and teachers. Sarah Moore and Layla Croll (Academic and Learning Services) will introduce colleagues to the skills of facilitating discussion among learners in an online environment such as a MOOC or a distance learning course. It will start with a short exercise that raises some of the challenges of facilitating discussion about experiences of working with learners from across the world on a MOOC.
Lecture Capture - Student and Staff benefits. - Louise Robsontelshef
Part of the Encore: Enhancing Teaching and learning with Lecture Capture presentations.
Encore, the new name for Lecture Capture at the University, is a service that will be expanded and improved for the forthcoming term, further increasing consistency and accessibility for students through availability of recorded lectures. This session sees Louise Robson (Biomedical Science) give an overview of the journey she has taken with lecture capture at her department, the vital role it has played in her learning and teaching, and the benefits it has brought her students. James Slack and Laura McNally (CiCS) will give overviews of the system and how it works, and details of some advanced features (including classroom engagement). There will also be chance to ask the presenters both pedagogical and technical questions about lecture capture and its implementation at The University of Sheffield.
MOLE Refresh - What is it and what does it mean to me?telshef
This bitesize session looks at MOLE Refresh, the new way courses on MOLE, the University’s VLE, will be created for the forthcoming term. It will look at why the changes have taken place, the new templates that are being used, and the steps to take to get your courses ready for the 2017/18 term
Identifying the right voting systems for you - Simon Warwicktelshef
This document outlines different options for voting systems that can be used for interactive sessions, including Turning Point, Poll Everywhere, Google Forms, and web-based solutions. It notes key features of each like whether they integrate with presentation software, limit text responses, allow mobile access, and more. The document then splits the options into three stations to demo: Turning Point for institutional licenses, Poll Everywhere and Google Forms for embedding polls, and web-based gamified solutions like Socrative and Kahoot.
Exams in MOLE - Danny Monaghan, David Markhamtelshef
Formal examinations in MOLE are becoming increasingly common at the University, with thousands of students now taking exams online using the Virtual Learning Environment. In this bitesize session Danny Monaghan (CiCS TEL Team) and David Markham (Exams Team) will give an overview of how MOLE exams work, and how you can use them for your own assessments.
Exemplary Course Design: Hands on Refresh - Danny Monaghantelshef
New MOLE courses will have a new template for the forthcoming term - but how can you take this further and make your VLE course more engaging and even… beautiful?! This practical session will take elements of the MOLE Exemplary Course Programme to show what can be achieved in MOLE, using available tools and no specialist technical knowledge.
This bitesize session will look at new features coming in future MOLE updates, including the system’s new look and feel, drag and drop functionality and more.
Part of the Lightning Strikes presentations
This session sees a number of short sessions, followed by the opportunity to learn more about chosen topics, and is a great opportunity to find out a wide range of activities happening at the University. Talks include:
The Use of Technology in Teaching and Assessments (Ash Self & Amir Burney, Medical Education)
Historical Adventures with Digital Objects: Sharing Findings from Working Beyond The Classroom (David Vessey, Lifelong Learning)
Summative peer assessment of e-poster presentations using iPad (Anne Bjerre, Ophthalmology and Orthoptics)
Using technology to reduce maths anxiety and increase maths confidence (Ellen Marshall, Maths & Statistics Help)
Surfacing learning through digital badges (Fern Merrills, Academic & Learning Services)
Engaging students online: How do ur students rate FutureLearn? (Layla Croll, Amanda Crawley-Jackson, Alastair Buckley, Marie Kinsey, Gillian Dinsey
Anonymous Marking in MOLE- Danny Monaghan, Simon Warwicktelshef
This bitesize session looks at the options for anonymising student submissions in MOLE, and explores some of the benefits and challenges that can arise.
Delegated Marking in MOLE - Danny Monaghan, Simon Warwicktelshef
MOLE allows documents to be marked by delegates on behalf of owners. This delegated marking feature streamlines the process of classifying documents and reduces the workload of owners. Delegates can be assigned rights to mark documents with specific classifications or sensitivity labels on behalf of document owners within an organization.
Capturing your Media Item with your Mobile Device - Tom Foster, Jonny Hootontelshef
This workshop will explore ways of harnessing the power of your mobile device to create high quality, engaging media content. Learn some practical tips on how to use your smartphone or tablet to record video, and discover how this can be used in conjunction with our new digital media hosting system - Kaltura.
Virtual Reality offers the opportunity to create highly immersive experiences and can transport learners to different environments such that they genuinely feel like they are there. Already there are innovative examples of practice taking place across the institution. The cost to create and view these experiences, previously meant that this method of teaching has been limited to those with ample resources. In this session you will design a VR experience and discover how, with no technical expertise you can create Virtual Reality experiences for your students. You will also hear from students who have been creating VR experiences to educate others about their discipline.
The Crys-TEL maze requires attendees to complete a number of challenges in groups to attempt to figure out a pressing learning and teaching issue. Along the way, participants will experience different learning and delivery styles, with the aim of promoting appropriate use of technology, and take some ideas / information that they can feed into their teaching. Prizes will be awarded to the winning team! Harmonicas are optional. To the Diamond Dome everyone…
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
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
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Sheffield on i tunes u introduction and future directions telfest 2014
1. Sheffield on iTunes U - Introduction
and future directions
Dr Graham McElearney - Sheffield on iTunes U manager
Stephen Thompson - Digital Manager, Andrew Twist - Digital
Content Producer
Professor Mark Winter - Academic Lead
2. Programme for today
• What is iTunes U?
• Sheffield on iTunes U
• Examples of educational materials
• Review
• Future directions
3. iTunes U
• Part of the iTunes Store
• Universities make audio-visual materials available for
free
• Accessed via iTunes software on PCs, Macs
• Mobile access on iPhones and iPads using the iTunes U
app
• Android users access using TuneSpace (free from Play)
4. Why are we doing it?
• A responsibility to share knowledge with the
world
• To raise the international profiles of
individuals, their discipline, department and
the University
8. • 19 million downloads from iTunes U
• 4,200 podcast items processed
• 3,480 Oxford’s academic speakers global and contributors
reach
• Downloads from 185 countries
• Inclusion in Apple’s global marketing
• Click through links to university departments
• 50% of material has a CC license million downloads from
iTunes U
• 4,200 podcast items processed
• 3,480 academic speakers and contributors
• Downloads from 185 countries
• Inclusion in Apple’s global marketing
9. iTunes U and YouTube
• Both offer video and audio content for free
• Both are channels - don’t have to be mutually exclusive
• iTunes U - not blocked in China
• iTunes U - downloadable content - content available offline
• iTunes U - content can be structured as a “course”
• YouTube can have distractions
10. iTunes U and MOOCs
• MOOCs:
•Typically weekly structure of content
•Often provide assessment activities such as quizzes, blog
postings
•Encourage interaction between other students
•Offer certification for completion
11. iTunes U and MOOCs
• iTunes U:
•Content grouped as collections or “courses”
•No timetable
•No formal support or assessment
•No certificates or credit
12. Meaning of iTunes U to
TUoS
• A vision:
• To take the fantastic diversity of excellence
that is the University of Sheffield, and distil,
distribute and celebrate it in digital form
14. • LearninEg axncde telalechnincge in......
• Research
• Public engagement
• Outreach
• Supporting the student experience
• Student generated materials
15. A demo.....
• Materials organised into collections
• Audio, video, screencasts
• PDFs and eBooks can also be added
• Collections have “cover art”
• Metadata - title, description, keywords
24. What sort of content?
• But must be legal
• No copyright infringing material
• Contributors need to consent
25. Who is the audience?
Thomas Pleil CC BY NC 2.0
26. Activity
• In pairs:
• Think of an idea from your own work to contribute
• Identify which category (learning and teaching, research,
public engagement, outreach, student experience, student generated)
• Identify type of content (e.g. instructional video, audio
interview)
• What sort of support would you need?
27. What sort of content?
• Lecture recordings - timetabled or special events
• Specialist interviews or discussions with colleagues
• Instructional videos
• Screencast tutorials
• To provide learning resources on location e.g. field work
• Answers to Frequently Asked Questions
• Student generated
• Limited only by imagination.......
28. Review of the current site
content
• Over 500 individual items
• 75 collections
• All Sheffield based Faculties
• Professional Services
29. Review of the current site content -
access
• 7,992 Streams
• 12,333 downloads
• 10,322 visitors
• 2,622 subscriptions
30. Review of the current site content -
access by country
80% Traffic from
outside of UK
31. Review of the current site content -
access across time
33. SiTU - Future directions
• Academic lead - Professor Mark Winter
• Dy to day management - Corporate Affairs Digital Team
• Content production and technical advice - Creative Media Team in
CiCS and Corporate Affairs Digital Team
34. Available Support
•Creative Media Team
•Equipment loan
•Editing facilities
•Support and advice
•Direct support for production
•Training and support for your students
•Freely available software for audio and video editing
35. Web-based support
• SiTU support site at www.sheffield.ac.uk/itunesu
•Information for contributors
•Gallery of examples
•Request support
•Consent form and explanation
•Technical information
•Other useful downloads - branding files and Adobe encoding presets
36. Telling the academic story.....
• Shift emphasis away from a specific platform
• Engage more with the increased interest in using media to tell
the academic story e.g. Tales From the Ivory Tower
37. Produce once - publish many
• Move away from hosting content in a number of places e.g.
Apple’s servers, YouTube etc
• Have one hosting platform with the ability to publish into
YouTube, UoS website, iTunes U, MOLE......
38. Come and join us!
• www.shef.ac.uk/itunesu
• itunesu@sheffield.ac.uk
• m.winter@sheffield.ac.uk
• creativemedia@sheffield.ac.uk
39. Session Feedback
• We would welcome your feedback on this session, via this URL
• http://goo.gl/ReRYkH
• Thank you