Slides from a workshop delivered at the SLA Conference 2014. The sessions looked at the EPQ, what it involves and how it is assessed, how I am involved and how Librarians might like to get involved in it in their schools.
Infomagic: Unlocking the wonders of information books - practical strategies for their use and enjoyment. Lin and Liz Smith, optional session, SLA Weekend Course, Manchester 2014
An introductory lesson for GCSE EPQ pupils. The first part of the lesson is focussed on giving information to pupils about the course. The second part is an activity focussed on the August riots in England.
Restructuring Online Discussions to Save Time and Engage StudentsD2L Barry
Restructuring Online Discussions to Save Time and Engage Students
Webinar date:Jun 6, 2017
Presenter: Beth René Roepnack, University of West Georgia
Description:
Discussions are rightly an integral (if not time-consuming) part of engaging students in online learning environments. This session shows how a simple change of discussion structure and the question style can save you time, while creating conversations that re-create the excitement of engaged learning in face-to-face discussions.
Infomagic: Unlocking the wonders of information books - practical strategies for their use and enjoyment. Lin and Liz Smith, optional session, SLA Weekend Course, Manchester 2014
An introductory lesson for GCSE EPQ pupils. The first part of the lesson is focussed on giving information to pupils about the course. The second part is an activity focussed on the August riots in England.
Restructuring Online Discussions to Save Time and Engage StudentsD2L Barry
Restructuring Online Discussions to Save Time and Engage Students
Webinar date:Jun 6, 2017
Presenter: Beth René Roepnack, University of West Georgia
Description:
Discussions are rightly an integral (if not time-consuming) part of engaging students in online learning environments. This session shows how a simple change of discussion structure and the question style can save you time, while creating conversations that re-create the excitement of engaged learning in face-to-face discussions.
Writing for Academic Publication Workshop 1 by Helen FallonL2Lproject
Helen Fallon takes us through how to write for academic publication in this first workshop on the topic. She gives tips on every aspect of writing a piece for an academic publication.
The multi-faceted academic application and interview process can be daunting for a would-be faculty member. Various factors that impact the academic application such as institution type, experience, research interests, and long-term career goals will be explored in the context of finding an appropriate fit. This two-session workshop will provide attendees with the knowledge they need to understand the academic application process and preparing for the academic interview. The first session will focus on the pre-submission process whereas the second session will review interview and negotiation strategies. We invite attendees to bring their draft application packages to receive feedback.
Project-Based Learning - Mandarin Classroom (K-12)Shaz Lawrence
Project-based learning is a very effective model for student learning. Teachers, learn how to implement the 8 essential elements of PBL and how students can learn effectively.
Slides for a session on Passion-Based Learning at the Lausanne Laptop Institute, 2012. More session info/resources available here: http://pwoessner.wikispaces.com/Passion-Based+Learning
AUGMENTED, ASSESSED, ADDRESSED: REFRAMING THE CURRICULA FOR FIRST YEAR STEM S...debbieholley1
There is a particular challenge with engaging technically motivated STEM students with ‘softer skill’ development, despite clear evidence from employers that these skills are highly desirable. In the UK, Higher Education Institutes response has been to require undergraduate courses to contain an element of Personal Development Planning (PDP)[1]. Our paper directly addresses the issue of trying to engage students from Computer and Gaming courses with their PDP. Previous experiences of teaching these cohorts traditionally report low attendance and poor completion rates, impacting on first year/second year progression. This study reports on work reframing the curricula for this essential aspect of the student learning experience, by offering the students realistic and authentic tasks by ‘flipping’ the classroom. This requires them to work in small groups, selecting, designing and then creating an augmented reality artefact using ‘Aurasma’[2], a free software tool for developing augmented reality objects. We note that the co-design process of curriculum development has enhanced student engagement; student completion rates have significantly increased, and class attendance improved.
Writing for Academic Publication Workshop 1 by Helen FallonL2Lproject
Helen Fallon takes us through how to write for academic publication in this first workshop on the topic. She gives tips on every aspect of writing a piece for an academic publication.
The multi-faceted academic application and interview process can be daunting for a would-be faculty member. Various factors that impact the academic application such as institution type, experience, research interests, and long-term career goals will be explored in the context of finding an appropriate fit. This two-session workshop will provide attendees with the knowledge they need to understand the academic application process and preparing for the academic interview. The first session will focus on the pre-submission process whereas the second session will review interview and negotiation strategies. We invite attendees to bring their draft application packages to receive feedback.
Project-Based Learning - Mandarin Classroom (K-12)Shaz Lawrence
Project-based learning is a very effective model for student learning. Teachers, learn how to implement the 8 essential elements of PBL and how students can learn effectively.
Slides for a session on Passion-Based Learning at the Lausanne Laptop Institute, 2012. More session info/resources available here: http://pwoessner.wikispaces.com/Passion-Based+Learning
AUGMENTED, ASSESSED, ADDRESSED: REFRAMING THE CURRICULA FOR FIRST YEAR STEM S...debbieholley1
There is a particular challenge with engaging technically motivated STEM students with ‘softer skill’ development, despite clear evidence from employers that these skills are highly desirable. In the UK, Higher Education Institutes response has been to require undergraduate courses to contain an element of Personal Development Planning (PDP)[1]. Our paper directly addresses the issue of trying to engage students from Computer and Gaming courses with their PDP. Previous experiences of teaching these cohorts traditionally report low attendance and poor completion rates, impacting on first year/second year progression. This study reports on work reframing the curricula for this essential aspect of the student learning experience, by offering the students realistic and authentic tasks by ‘flipping’ the classroom. This requires them to work in small groups, selecting, designing and then creating an augmented reality artefact using ‘Aurasma’[2], a free software tool for developing augmented reality objects. We note that the co-design process of curriculum development has enhanced student engagement; student completion rates have significantly increased, and class attendance improved.
This is the main bulk of my EPQ which gained an A grade at A Level. There are other bits, such as a log, reflection and several appendices, but this is the main bulk of it
Two school librarians discuss their experiences in the role:
What it is like to be a School Librarian
How you can carve your own niche
The ups and downs, challenges and rewards
The job landscape
Some golden nuggets of advice
Presented by Michael Margerison and John Iona at CILIP's New Professionals Day, 10 Oct 2014 http://www.cilip.org.uk/cilip/events/cilips-new-professionals-day-2014
This was a presentation I gave to administrators and instructors at UIC College of Liberal Arts and Sciences, as they debated putting more courses online.
Curriculum design, employability and digital identityJisc
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
An augmented reality approach to curriculum designdebbieholley1
Presentation on a two year action research project, demonstrating the benefits of co-creation using AR for computing and gaming students undertaking PDP activities
Discusses the facets of Performance Assessment: Definition, advantages and disadvantages, types, process, guidelines and procedures and the types of rubrics
Similar to Opportunities: Supporting the extended project qualification (20)
Informal Personal Learning and NetworkingJohn Iona
A presentation to staff for CPD session on using the web for informal, independent learning. Focus on use of Twitter to share and collaborate with other professionals, and highlight use of Netvibes to organise online information.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter 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.
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.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2. Session Objectives
Plan for the session
• Know how EPQ is run at OAE.
• Have an overview of what EPQ is.
• Have an understanding of the assessment objectives.
• Look at examples of student projects.
• Apply assessment objectives to a project.
• Discuss opportunities for how you might get involved.
Talk-time and sharing
• Discuss with each other, share ideas and experiences.
• Have time to ask questions, discuss ideas and explore issues.
3. What is EPQ?
A stand-alone qualification aimed at allowing
students to demonstrate their skills including
planning, researching, time-management and
evaluation.
Offered with AQA and Edexcel.
4. Levels available
Extended Project – Level 3 (A2-level equivalent)
– A* = 70 UCAS points
– A = 60
– B = 50
– C = 40
– D = 30
– E = 20
Higher Project – Level 2 (GCSE grades A*-C)
Foundation Project – Level 1 (GCSE grades C-G)
7. EDEXCEL HPQ Level 2 @ OAE
YEAR SUMMARY
2011-12 Ten, mostly high-achieving, year 11 students.
Weekly triple-lesson (150 minutes).
Results: 1xA, 5xB and 1xC
2012-13 Forty-one year 11 students, of various abilities, across three classes.
One triple-lesson per week, per class.
Four teachers supervised 4-6 pupils each (20 in total).
Results: 2xA, 6xB, 6xC
2013-14 Eighteen year 11 students, of various abilities, across three classes.
One double-lesson (100 minutes) per week, per class.
Eleven submitted … passed?
8. EDEXCEL HPQ Level 2 @ OAE
YEAR DELIVERING THE COURSE
2011-12 Three-week pilot project.
Model the process – researching London/UK riots and present arguments
for potential causes.
Teach skills through the year at key points.
Supervise each student, guiding them through the process.
2012-13 Six-week pilot project.
Front-load teaching of skills.
Top-up teaching sessions integrated further into the year.
2013-14 Straight into course.
Skills sessions taught through the year.
Pupil folders to structure course work… take a look!
9. HPQ L2 Student Project Folder
• Weekly targets and tracker
• Activity Log
• Assessment guide
• Planning worksheets
• Time-planning calendar
• Project Proposal Form (and model)
• Research Record Sheet
• Guides to Evernote and World Book Online
bibliography creator
• Referencing and bibliography guide and
template
• Write-up planning guide
• Review template
Spend a few minutes looking
through the example.
Any comments or questions?
10. AQA EPQ Level 3 @ OAE
YEAR SUMMARY
2012-13 10 high-achieving year 12 students.
Part of AQA Baccalaureate.
Run by Assistant Principal with support from Librarian.
2xA, 2xB, 4xC, 1xD and 1xE
2013-14 Co-ordinate, plan and deliver.
19 mixed-ability year 13 students.
Top-up qualification for students who dropped a course from year 12
who needed UCAS points for course applications.
Challenging approach (for me anyway!)
11. AQA EPQ Level 3 @ OAE
YEAR DELIVERING THE COURSE
2012-13 Key sessions to support pupils including:
beginning research;
how to access and use Library resources (catalogue/VLE);
recording research;
using Evernote and Noodle Tools;
using sources and referencing/ footnoting ;
bibliography templates.
Students came to the Library independently for support with research.
Marking and moderating.
2013-14 Timetabled, double-lesson (100 minutes) per week.
Deliver the teaching element.
Meet with students to guide and advise.
12. Overall Summary
What has gone well? Even better if…
Timetabled lessons.
Delivering skills sessions.
Pupils passing the course.
Pupils were able to choose the
course.
There was a selection policy/criteria.
Guidance and support (for me).
More pupils submitted projects.
Improve formative assessment.
13. What have I got from EPQ?
• Responsibility for managing, planning and
delivering a course.
• Understand the planning of a course and
lessons to an exam board specification.
• Engagement with assessment objectives.
• Marking and assessing.
14. What else have I got from EPQ?
• Raised the profile (to an extent) of the Library
and Librarian among ALT, staff and pupils.
• Collaboration with, and management of,
teaching staff.
• Insight into information literacy skills within a
course/qualification.
15. Next …
Understand the course/assessment
=
Leverage for raising attainment
=
Key to showing importance
16. Have a rest from listening to me…
Talk with the people around you:
• Is EPQ offered in your school?
• How is it offered/run?
• Do you any input/involvement?
• How does this compare with what you have
heard so far?
17.
18.
19. What do students do?
Choose an
area of
interest.
Draft a title
and aims of
the project
Plan the
project.
Research the
project.
Carry out the
project to deliver
the outcome.
Deliver a
presentation.
Provide evidence of all stages
of project development and
production for assessment.
Sound familiar?
20. Project Evidence and Outcomes
EDEXCEL HPQ Level 2 AQA EPQ Level 3
Project Proposal Form
Project Activity Log
Project outcome
• Report/write-up (2,500 words)
• Artefact, performance,
product etc. and a written
report (1,000 words)
Evaluation
Project Production Log
Project outcome
• Report/write-up (5,000 words)
• Artefact, performance,
product etc. and a written
report (2,000 to 5,000 words)
Presentation
21.
22. AssessmentAssessment Objectives – EDEXCEL EPQ Level 2
Manage 17.5% (7/40)
Identify, plan and carry out a project, applying
a range of skills and methods to achieve
objectives.
Use Resources 22.5% (9/40)
Research, select, organise and use
information, and select and use a range of
resources. Interpret data and apply findings.
Develop and Realise 42.5% (17/40)
Select and use a range of skills, including,
where appropriate, new technologies and
problem solving, to achieve planned outcomes.
Review 17.5% (7/40)
Evaluate project outcomes and own learning
and performance.
Use communication skills to present evidenced
project outcomes and conclusions in an
appropriate format.
23. AssessmentAssessment Objectives – AQA EPQ Level 3
Manage 20% (10/50)
Identify, design, plan, and carry out a project,
applying a range of skills, strategies and
methods to achieve objectives.
Use Resources 20% (10/50)
Research, critically select, organise and use
information, and select and use a range of
resources. Analyse data, apply relevantly and
demonstrate understanding of any links,
connections and complexities of the topic.
Develop and Realise 40% (20/50)
Select and use a range of skills, including,
where appropriate, new technologies and
problem-solving, to take decisions critically
and achieve planned outcomes.
Review 20% (10/50)
Evaluate all aspects of the extended project,
including outcomes in relation to stated
objectives and own learning and performance.
Select and use a range of communication skills
and media to present evidenced project
outcomes and conclusions in an appropriate
format.
24.
25. ACTIVITY: Where could you have the
most to offer?
Look at the AOs for AQA EPQ (level 3) or EDEXCEL
HPQ (level 2) (choose the one most appropriate)
• Which criteria seem most relevant to y/our role?
• Can you identify opportunities to support the
meeting of specific criteria?
• What do you notice about the difference
between higher and lower bands/marks?
Five minutes and then feedback ideas
28. EDEXCEL HPQ Level 2 AO2
MARK BAND 1 MARK BAND 2
Research is carried out using a range of sources, using at
least two different types of information.
Some of the research carried out is relevant to the project
objectives. There is some application of information
gathered is to the project outcomes.
Documentary sources are identified in a bibliography, and
this will be clear enough for the sources to be retrieved.
An attempt is made to use a single format, although
there may be some inconsistencies. The learner shows
some awareness of the reliability of their sources.
There is information about any non-documentary
information sources used, which is likely to include a
description of what they did and where and when they
did it.
Research is carried out using a wide range of sources,
using at least two types of information and where
appropriate both primary and secondary research.
The research carried out is consistently relevant to the
project objectives. The information gathered is applied
well to the project outcomes.
Documentary sources are identified in a bibliography, and
this will be clear enough for any of the sources to be
retrieved. A single format is used with consistency. The
learner will show a clear understanding of the reliability
of their sources.
There is information about any non-documentary
information sources used, which is likely to include a clear
and detailed description about what/where/when.
0–4 marks available for the work produced 5–8 marks available for the work produced
30. ACTIVITY: Looking for evidence
• Can you find evidence of AO2 in a project?
• How has the learner has met the AO?
• Can you try making a judgement as to the
band or level?
• What do learners seem to struggle with?
Ten minutes and then discuss as a group
31. How do I do approach this?
Taught element – Skills Delivery
Planning
• mind-mapping
• identifying a topic
• initial research
• forming a
research question
• project planning;
planning and
managing time.
Researching
• planning research
• using Library
resources
• evaluation of
sources and
reliability
• recording
research
• using research to
plan.
Report-writing
• planning and
structuring an
academic report
• quoting and
referencing
sources
• plagiarism
• creating a
bibliography.
Review
• reflective writing
• self-evaluation
• planning a
presentation
• public speaking.
AQA L3: 120 GLH (30 for taught element)
33. Ways you can get involved:
levels of involvement
+ Run the course.
+ Deliver & plan skills lessons.
+ Be a Supervisor.
+ Arrange drop-in (voluntary) sessions/surgery
+ Offer one-to-one tutorials/research interview.
+Deliver resources:
– Physical (books, journals etc.)
– VLE/Netvibes
– Guide/leaflet
– Online database collections.
In what ways could you get involved?
Discuss with the people around you,
what would you feel comfortable
doing? What could you offer?
34. Look for ammunition for starting
conversations with staff (and students)
“I can help to guide/teach
your students in these key
areas…”
“I can help you identify
what the progression
might look like…”
“We can structure
and scaffold their
work in these areas…”
“We can begin to
improve achievement in
these AOs…”
35. EPQ Assessor at recent AQA Co-ordinator training:
“If you are not working
with your Librarian, you
really ought to”
36. More information?
• EDEXCEL and AQA both publish resources and guides for staff and students.
• The exam boards have pages with more information, specifications etc. on the
following URLs:
– http://www.edexcel.com/quals/project/Pages/default.aspx
– http://www.aqa.org.uk/subjects/projects
• There are some very useful resources from Universities, listed at:
http://www.aqa.org.uk/subjects/projects/aqa-certificate/EPQ-7993/why-
choose/support-from-higher-education-institutions
– Manchester University at http://www.manchester.ac.uk/connect/teachers/students/post-
16/extended-project/resources/
– Southampton Uni guide to research
http://www.learnwithus.southampton.ac.uk/extendedProject/
• Two very good free e-books of resources at
http://getrevising.co.uk/pages/extended_project_resources
• Debating Matters at http://www.debatingmatters.com/ for good topic ideas and
resources
37. Any further questions?
Activities and information Talk-time and sharing
• Know how EPQ is run at OAE.
• Have an overview of what EPQ is.
• Have an understanding of the
assessment objectives.
• Look at examples of student
projects.
• Apply assessment objectives to a
project.
• Discuss opportunities for how you
might get involved.
• Discuss with each other, share
ideas and experiences.
• Have time to ask questions,
discuss ideas and explore issues.
John.iona@oasisenfield.org
@jionalibrarian