'Generic Learning Outcomes' as a strategic tool for evaluating learning impactJenni Fuchs
"'Generic Learning Outcomes' as a strategic tool for evaluating learning impact" - Research paper presented at the ICOM CECA Conference 'Thinking, Evaluating, Re-thinking' in Rome, October 2006
Heritage & Creative Learning Framework (by Anna Hansen)Nicholas Poole
This presentation has been uploaded with the permission of Anna Hansen, MD of NCK (www.nckultur.org). It presents her work on the Generic Learning Outcomes and Generic Social Outcomes to provide models for planning and evaluating museum learning.
Tina Phillips (Cornell Lab of Ornithology) - the DEVISE projectCitizenCyberlab
Tina Phillips (Cornell Lab of Ornithology) presenting the DEVISE project, and learning in citizen science research at the Citizen Cyberlab Summit, 17-18 September 2015, University of Geneva (UNIGE).
Slides for talk on ‘Innovative pedagogy at massive scale’ given by Rebecca Ferguson and Mike Sharples from The Open University UK on 18 September 2014 at the EC-TEL conference 2014 in the Stadthalle|graz, Graz, Austria.
'Generic Learning Outcomes' as a strategic tool for evaluating learning impactJenni Fuchs
"'Generic Learning Outcomes' as a strategic tool for evaluating learning impact" - Research paper presented at the ICOM CECA Conference 'Thinking, Evaluating, Re-thinking' in Rome, October 2006
Heritage & Creative Learning Framework (by Anna Hansen)Nicholas Poole
This presentation has been uploaded with the permission of Anna Hansen, MD of NCK (www.nckultur.org). It presents her work on the Generic Learning Outcomes and Generic Social Outcomes to provide models for planning and evaluating museum learning.
Tina Phillips (Cornell Lab of Ornithology) - the DEVISE projectCitizenCyberlab
Tina Phillips (Cornell Lab of Ornithology) presenting the DEVISE project, and learning in citizen science research at the Citizen Cyberlab Summit, 17-18 September 2015, University of Geneva (UNIGE).
Slides for talk on ‘Innovative pedagogy at massive scale’ given by Rebecca Ferguson and Mike Sharples from The Open University UK on 18 September 2014 at the EC-TEL conference 2014 in the Stadthalle|graz, Graz, Austria.
This presentation was given at the 2010 Leadership for Equity and Excellence Forum - Reinvesting in Equity: Building Bridges and Tearing Down Walls in Phoenix, AZ
PROCESS MADE VISIBLE: Activate Your Potential as a Research Practitionermake_it_happen
In this case-study presentation, participants learned about embedded assessment methodologies developed in a year-long residency dedicated to "Making Process Visible." During this residency, we visually mapped the HOWs, WHYs and MOTIVATIONs of our arts in education partnership work in the school's public gallery space. The gallery is transformed into a learning lab for our school community, where art objects, student and teacher voice, and new technologies become vehicles for meaningful story-telling and reflection.
This PPT / workshop was presented as part of Common Ground, an annual state-wide arts education conference hosted by Partners for Arts Education.
Tim Bullough & Anthony Sinclair: Working with your discipline's HEA Subject Centres. Slides from the University of Liverpool Learning and Teaching Conference 2009.
The Higher Education Academy was formed in 2004 as “a single, central body to support the enhancement of learning and teaching in higher education” in the UK. It currently spends about half of its ~£25million annual budget supporting a Subject Network of 24 National Subject Centres, designed to support teaching and learning across all the main subject disciplines in UK higher education. Although the Subject Centre network is well used by many academic staff, the majority probably have little contact with them. The aim of this session is to discuss ways in which teaching staff can work with, and potentially be supported by, the their discipline’s Subject Centre. Examples will include how staff at Liverpool work with their Subject Centre to develop teaching resources, help train and support fellow academic teachers and students, and even inform national policy.
Teaching Development Grants are a common way that Subject Centres support academic staff, providing funds to develop teaching resources or investigate teaching policy. A major study has just been completed by UKCME (the materials subject centre) analysing the characteristics of Teaching Development Grants which produced useful outputs for individual academics, departments and/or the discipline’s community. These will be discussed by UKCME researchers and colleagues in the History, Classics and Archaeology Subject Centre also based in Liverpool. The session should be of interest to any teaching staff at Liverpool who currently work with their discipline’s subject centre, or have thought about doing so but were not sure where to start.
Research in Distance Education:
from present findings to future agendas. Opening keynote presentation.
Dr Don Olcott, Jr
Chief Executive, Observatory for Borderless Higher Education
This presentation was given at the 2010 Leadership for Equity and Excellence Forum - Reinvesting in Equity: Building Bridges and Tearing Down Walls in Phoenix, AZ
PROCESS MADE VISIBLE: Activate Your Potential as a Research Practitionermake_it_happen
In this case-study presentation, participants learned about embedded assessment methodologies developed in a year-long residency dedicated to "Making Process Visible." During this residency, we visually mapped the HOWs, WHYs and MOTIVATIONs of our arts in education partnership work in the school's public gallery space. The gallery is transformed into a learning lab for our school community, where art objects, student and teacher voice, and new technologies become vehicles for meaningful story-telling and reflection.
This PPT / workshop was presented as part of Common Ground, an annual state-wide arts education conference hosted by Partners for Arts Education.
Tim Bullough & Anthony Sinclair: Working with your discipline's HEA Subject Centres. Slides from the University of Liverpool Learning and Teaching Conference 2009.
The Higher Education Academy was formed in 2004 as “a single, central body to support the enhancement of learning and teaching in higher education” in the UK. It currently spends about half of its ~£25million annual budget supporting a Subject Network of 24 National Subject Centres, designed to support teaching and learning across all the main subject disciplines in UK higher education. Although the Subject Centre network is well used by many academic staff, the majority probably have little contact with them. The aim of this session is to discuss ways in which teaching staff can work with, and potentially be supported by, the their discipline’s Subject Centre. Examples will include how staff at Liverpool work with their Subject Centre to develop teaching resources, help train and support fellow academic teachers and students, and even inform national policy.
Teaching Development Grants are a common way that Subject Centres support academic staff, providing funds to develop teaching resources or investigate teaching policy. A major study has just been completed by UKCME (the materials subject centre) analysing the characteristics of Teaching Development Grants which produced useful outputs for individual academics, departments and/or the discipline’s community. These will be discussed by UKCME researchers and colleagues in the History, Classics and Archaeology Subject Centre also based in Liverpool. The session should be of interest to any teaching staff at Liverpool who currently work with their discipline’s subject centre, or have thought about doing so but were not sure where to start.
Research in Distance Education:
from present findings to future agendas. Opening keynote presentation.
Dr Don Olcott, Jr
Chief Executive, Observatory for Borderless Higher Education
The Royal Society Summer Science Exhibition is a major London-based event that illustrates the cutting-edge of UK science and technology. It is an opportunity for the public, directly and through the national media, to find out more about the UK's science and meet the minds behind it. There were 26 exhibits accepted from all over the UK, including two submissions from the University of Bristol. Visitors to the exhibition included members of the Royal Family, business and academic pioneers, MPs and Civil Servants, schools groups and the general public.
Presentation by Paul Manners at Engage 2009, University of Bristol. The presentation introduces the National Coordinating Centre for Public Engagement and the Beacons for Public Engagement.
Presentation by Steven Hill of Research Councils UK at Engage 2009, University of Bristol. The presentation outlines the expectations the public and the government have of universities, and the Research Councils' strategy and support for public engagement.
More from University of Bristol Centre for Public Engagement (7)
7. Generic Social Outcomes measure impact on social & community life Health and well-being Stronger and safer communities Strengthening public life
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10. COLLECTING COMMENTS Answer phone, letters, fax Post-Its Comment books, boards, boxes Staff Graffiti Wall DATA COLLECTION OBSERVATION Accompanied visits Behavioural mapping Tracking Recording (audio/video) EVIDENCE-BASED DATA Diaries Pictures, logs Outputs TASK-ORIENTED Talking Creative activity Drama INTERVIEWS Focus groups Individual Personal Meaning Mapping Structured/unstructured QUESTIONNAIRES Mail, e-mail, phone, web Self-completion, face-to-face
11. Ask for comments creatively; on a washing line or post-its on walls Voluntary Arts Wales evaluation guidance publication: Tear Up Your Tick Boxes Encourage doodles What did you enjoy most today? Why did you enjoy it so much?
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13. Useful links ESRC Communications Toolkit http://www.esrc.ac.uk/ESRCInfoCentre/CTK/default.aspx RCUK Practical Guide to dialogue with the public http://www.rcuk.ac.uk/cmsweb/downloads/rcuk/scisoc/dialogue.pdf RCUK Evaluation Guide http://www.rcuk.ac.uk/cmsweb/downloads/rcuk/publications/evaluationguide.pdf AHRC Guide to Self-Evaluation http://www.ahrc.ac.uk/FundedResearch/Documents/Understanding%20Your%20Project.pdf EPSRC Good Practice Guide http://www.epsrc.ac.uk/SiteCollectionDocuments/form-notes/ppe-goodpracticeguide.pdf RCMG, University of Leicester http://www.le.ac.uk/ms/research/rcmg.html Inspiring Learning for All www.inspiringlearningforall.gov.uk