How to effectively integrate guest/visiting lecturers into HEI provision.Simon Haslett
Presentation by Dr Gavin Bunting (University of Wales) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Status quo vadis? An assessment of the relationship between science, educatio...Simon Haslett
Presentation by Dr Christopher House (University of Wales: Trinity Saint David, Swansea) at the Research-Teaching Practice in Wales Conference, 9th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Developing students as researchers within College-based Higher EducationSimon Haslett
Presentation by Jonathan Eaton (Newcastle College) at the Research-Teaching Practice in Wales Conference, 9th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
NCSEHE Adjunct Fellow Dr Cathy Stone (University of Newcastle) presents her work on improving student access, participation and success in higher education.
Cathy's National Guidelines for Improving Student Outcomes in Online Learning are available on the NCSEHE website: https://www.ncsehe.edu.au/publications/opportunity-online-learning-improving-student-access-participation-success-higher-education/
The Geraldton Universities Centre hosted representatives from the Regional Study Hubs Network, led by the NCSEHE with support from the Australian Government Department of Education.
The event, held on 13–14 June, is bringing to Geraldton representatives from the Australia-wide Regional Study Hubs, supported by the Australian Government.
Active engagement with the relevant domain of the world around us
Leadership in thinking and doing
Continual learning from, communication with, and dissemination to others
Unafraid to differ, and advocate change/innovation
But not pursue change just for the sake of change
Slides for the presentation given by Victoria Passant, Student Engagement Officer, National Union of Students (NUS), at the National Law Students Forum 2011.
A presentation - Pedagogy Over Technology: Supporting Inquiry-based Learning in the Caribbean - given by Dr Sabine Little at the following conference: SOLSTICE Conference, Edge Hill, Omskirk, May 2006
Learn the factors to be considered in starting a business
Understand the role of various functional areas in a startup
Prepare a plan for starting a new business
Apply previously learned concepts to identify new problems/issues in starting a new business
Appreciate the opportunities and difficulties encountered in starting and operating new businesses
My Space Portfolios in health professional education- Dr Zarrin S SiddiqulePortfolios Australia
Principles of Assessment and Evaluation is a postgraduate unit offered to Health Professionals. Structured Portfolio Assessment in Competence based Education (SPACE) is the major assessment of the unit with 60% weighting. It requires students to provide evidence of achievement against the unit learning outcomes and the UWA educational principles. While students had earlier an option to submit paper based or digital portfolio, in 2013 - 14 the only option was to submit eportfolio . This
presentation provides insight into the process and lessons learnt along with sample snapshots from the student created e-portfolios.
How to effectively integrate guest/visiting lecturers into HEI provision.Simon Haslett
Presentation by Dr Gavin Bunting (University of Wales) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Status quo vadis? An assessment of the relationship between science, educatio...Simon Haslett
Presentation by Dr Christopher House (University of Wales: Trinity Saint David, Swansea) at the Research-Teaching Practice in Wales Conference, 9th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Developing students as researchers within College-based Higher EducationSimon Haslett
Presentation by Jonathan Eaton (Newcastle College) at the Research-Teaching Practice in Wales Conference, 9th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
NCSEHE Adjunct Fellow Dr Cathy Stone (University of Newcastle) presents her work on improving student access, participation and success in higher education.
Cathy's National Guidelines for Improving Student Outcomes in Online Learning are available on the NCSEHE website: https://www.ncsehe.edu.au/publications/opportunity-online-learning-improving-student-access-participation-success-higher-education/
The Geraldton Universities Centre hosted representatives from the Regional Study Hubs Network, led by the NCSEHE with support from the Australian Government Department of Education.
The event, held on 13–14 June, is bringing to Geraldton representatives from the Australia-wide Regional Study Hubs, supported by the Australian Government.
Active engagement with the relevant domain of the world around us
Leadership in thinking and doing
Continual learning from, communication with, and dissemination to others
Unafraid to differ, and advocate change/innovation
But not pursue change just for the sake of change
Slides for the presentation given by Victoria Passant, Student Engagement Officer, National Union of Students (NUS), at the National Law Students Forum 2011.
A presentation - Pedagogy Over Technology: Supporting Inquiry-based Learning in the Caribbean - given by Dr Sabine Little at the following conference: SOLSTICE Conference, Edge Hill, Omskirk, May 2006
Learn the factors to be considered in starting a business
Understand the role of various functional areas in a startup
Prepare a plan for starting a new business
Apply previously learned concepts to identify new problems/issues in starting a new business
Appreciate the opportunities and difficulties encountered in starting and operating new businesses
My Space Portfolios in health professional education- Dr Zarrin S SiddiqulePortfolios Australia
Principles of Assessment and Evaluation is a postgraduate unit offered to Health Professionals. Structured Portfolio Assessment in Competence based Education (SPACE) is the major assessment of the unit with 60% weighting. It requires students to provide evidence of achievement against the unit learning outcomes and the UWA educational principles. While students had earlier an option to submit paper based or digital portfolio, in 2013 - 14 the only option was to submit eportfolio . This
presentation provides insight into the process and lessons learnt along with sample snapshots from the student created e-portfolios.
Flexible Provision: Rising to Challenges in Learning and Teaching - An Inst...Prof Simon Haslett
Presentation by Professor Simon Haslett at the Annual Learning and Teaching Conference 2015 at the University of Wales Trinity Saint David, Carmarthen Campus.
Negotiating meaning, negotiating place: Peer learning and student participati...Keith Kirkwood
Presentation for the 6th Canadian Learning Commons Conference, May 7-9, Calgary Alberta, about peer mentoring programs in the learning commons of Victoria University in Melbourne Australia.
Tools and resources to empower meaningful partnerships with students / Caitri...dkitlibrary
Presentation for 'Evolving identities: Collaboration to enhance student success', National Forum Seminar Series, Dundalk Institute of Technology, 23rd May 2019
The key components that shape a positive international student experienceUniversity of Limerick
This presentation outlines the main factors that have been found by previous research studies, including those by UKCISA and the British Council, which determine the quality of the international student experience. It then shows how universities can interrogate the extensive data sets that already exist, for example from the National Student Satisfaction (NSS) survey and internal institutional records of students’ progression and achievement, to assess their performance on a number of dimensions. Finally, it highlights the importance of continually communicating with international students to understand and respond to their changing needs, drawing on the experience of Nottingham Trent University.
http://www.universitiesuk.ac.uk/Events/Pages/Internationalstudentexperience.aspx
Webinar - Using Brightspace to Design and Develop Scholarly ActivitiesD2L Barry
June 14, 2016 webinar: Using Brightspace to Design and Develop Scholarly Activities, Successes and Challenges. Presented by Dr. Tamara Carver and Diane Maratta, both of McGill University for the Brightspace Teaching & Learning Community.
Using Brightspace to Design and Develop Scholarly Activities: Successes and C...D2L
How do you motivate a student to participate in research and scholarly activities, when they have no motivation to learn the content in the first place? Tamara Ellen Carver from McGill University helps address this problem by going over the rationale for design and development of building a course, how to showcase it, and the challenges that come with it.
Bridging Academic and Student Affairs: A Strategy for Advising High Achieving...Paul Brown
Bridging Academic and Student Affairs: A Strategy for Advising High Achieving Students. National Association of Academic Advisers Annual Conference, Cincinnati, OH, October 2004. [with T. Powell].
Workshop run at the European Conference for e-Learning 2015 (ECEL 2015) at the University of Hertfordshire, UK. The workshop included an introduction of both learning analytics and learning design, as well as an exploration of how these could be employed in MOOCs. Some of the group work was focused on the Agincourt MOOC run by the University of Southampton on the FutureLearn platform.
Students First 2020 - Creating a comprehensive student support ecosystemStudiosity.com
As we continue this year's online Symposium series, we were joined by Professor Angela Hill, DVC Education at ECU and Professor Rowena Harper, Director, Centre for Learning and Teaching at ECU, who generously shared Edith Cowan's in-depth and dedicated approach to student support.
Session Chair: Prof Judyth Sachs, Chief Academic Officer, Studiosity
Creating Learning Communities and Developing Critical Thinking Through Online...CIEE
As we seek to reinvent study abroad for the 21st century, a more meaningful use of digital learning, including online courses, is a logical approach. From predeparture to re-entry, online instruction has great potential to deeply inform and even transform the study abroad experience on multiple levels. This session provides a framework for creating online discussion-board activities to encourage learning communities and critical thinking. Optimal instructor engagement also will be addressed. Data from our own courses and a bibliography will be included. Attendees will investigate the implications for their own programs through a guided discussion.
Beyond Access and Skills: From Moodle Evaluation to Digital Literacies in Sit...mdxaltc
A presentation given by Tarek Zoubir, Phil Barter and Kirsteen Macdonald at the Academic Practice and Technology Conference 2015 themed 'Flipping the Institution: Higher Education in the Post Digital Age' co-hosted by the University of Greenwich and the London School of Economics.
Dr Carole Davis et al present how Graduate Academic Assistants are altering the learning experience of Education Studies with students through assessment literacy
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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.
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.
Symposium F: 'Peer mentoring for outbound exchange students to enhance student experience' by Dr. Nosheen Rachel Naseem
1. Annual Learning & Teaching Conference – LTRS Project:
Peer mentoring for outbound exchange students to
enhance student experience
Dr Nosheen Rachel-Naseem
Athanasios Mourikis
Slide 1
2. Aims
1. Student engagement -
(Recognition of academic and
cultural experience of returned
exchange students)
2. Enhanced student support
• Before and during
exchange
• Increase in number of
Exchanges
• Employability skills
3. Further development and
visibility of the project
Slide 2
3. The Project: Peer Mentoring for
Exchange Students
1. Theoretical Background: Action Research Project
2. Implementation
• Selection of Mentors and Training
• 1-1 Mentor-Mentee meetings
• Feedback and Evaluation
3. What our students say?
Slide 3
4. Methodology – Action Research
Slide 4
Carr and Kemmis (1986), Hudson (2000), Owen
(2001), Cohen et al (2011) and Whitehead (2012)
5. Literature: Why student peers?
Learning
Culture
Learning
Site
Learning
Style
Authentic
Learning
Site
(James and Bloomer, 2001)
Slide 5
6. Literature: why student peers?
Learning Culture
Learning SiteLearning Style
Learning Culture
Learning
Site
Learning
Style
Authentic
learning site
Mentee
Learning Culture
Learning
Site
Learning
Style
Authentic
learning site
Mentee
Authentic
learning
site Mentor
Authentic
learning
site Mentor
Student peer mentoring catalyses the positioning of the mentees’
authentic learning site within the host university’s learning site
through scaffolding provided by the mentors (Rachel, 2013).
Slide 6
7. Timeline and Implementation
• Application
call and
selection of
Mentors
(April/
September
2015)
Application
Process
• Mentor Training
(3 Repeat
Sessions June,
September &
November
2015)
• Total=38
Mentors
Mentor
Training
•January-June
2016
•Arrangements of
the first meeting,
1-1 mentoring
sessions
•Regular
Appointments,
Feedback
•"Refresh event"
for Project
Participants
(March)
Allocation
Mentees to
Mentors
•Regular email
correspondence
•Interim Evaluation
(Mid-April)
•Mentoring for Work
Placements (May)
•Final Evaluation
(June/July)
•Certificate award
ceremony & Focus
Groups (June)
Feedback/
Evaluation
Slide 7
8. Training for the Participants
Mentors’ Training
• 5 hours (role of mentors, case
studies, boundaries etc.)
Guidance during First Mentor-
Mentee Meeting
• Contracts
“Refresh event”
• For Mentors and Mentees
• Information about the Research
Project
• Consent Forms
Workshops on how to find Work
Placements
• Three repeat sessions
Slide 8
10. • Understanding of Mentoring prior to and after the Training.
• Relevance of training to the mentoring programme
• Suggestions for improvement
Feedback from the Mentors on Training
Sessions
Slide 10
11. Interim Evaluation (Mentors)
- Relevance of
Mentors’ Training
Sessions
- Skills development
- Experience
- Expectations
- Support from the
Exchanges Office
- Suggestions for
improvement
Mentors
20%
60%
10%
10%
Q3: How would you describe your experience as a
Mentor so far?
Excellent
Good
Fair
Poor
Slide 11
12. Interim Evaluation (Mentees)
- Reasons for
participating and
expectations
- Feedback on the
Mentoring
Programme
- Experience
- Support from the
Exchanges Office
- Suggestions for
improvement
Mentees
78%
22%
0% 0%
Q4: How would you describe your
experience as a Mentee so far?
Excellent
Good
Fair
Poor
Slide 12
13. Final evaluation (Mentors)
Q2: Which are the
core skills you
believe you have
gained from the
Mentoring
Programme, if
any?
Cultural Skills
Organisational
Skills
Guiding/
advising
Patience
Leadership
Communication
Skills
Interpersonal
Skills
Setting
boundaries
Volunteering
Mentors
- Overall experience
- Skills gained
- Challenges
- Suggestions/recommendations
- Participation in future promotional
activities
Slide 13
14. Final Evaluation (Mentees)
Mentees
- Overall Experience
- Impact from support received
- Challenging situation
- Become a Mentor
- Suggestions/recommendations
75%
25%
0% 0%
Q1: How would you describe your overall experience as
a Mentee?
Excellent
Good
Fair
Poor
50%
25%
25%
0% 0%
Q2: How useful was the support/guidance you received
from your Mentor towards your preparation for
exchange study?
Extremely important
Very important
Neutral
Slightly important
Not important
Slide 14
16. What Students Say?
“I was given a Mentor who came for an
exchange to Middlesex from Beijing International
Studies University (…) she was my first
experience with China.”
Kaja Wisniewska-
BA International Business and Mandarin
Slide 16
17. What Students Say?
“After having “the time of my life” and benefiting so much
from my exchange time at BISU in China, I was pleased
when the Exchange Team at Middlesex University offered
me the opportunity to become a Mentor.”
Slide 17
18. What Students Say?
Slide 18
Skills Gained
• Independency.
• Commitment.
• Persistency.
• Photography.
• Hiking.
• Dancing.
Aisha Mohamud, BA Creative Writing and English Literature.
On exchange at California State University, Sacramento.
19. Dissemination
• Presentation of results at the European Association for International
Education (EAIE) conference Liverpool (15th September 2016)
• Publication in Journal of Mentoring and Tutoring; Journal of
International Education
• Basis for a bid for future ERASMUS+ funding under the Key Action 2
Capacity Building strand in collaboration with EU programme country
partners
Slide 19
20. References
• James, D. and Bloomer, M. (2001). Cultures of learning and the learning of cultures. Paper presented to
Cultures of Learning Conference, University of Bristol. Retrieved 15/03/2015 from
http://education.exeter.ac.uk/tlc/docs/publications/BR_DJA_PUB_04.01.doc
• Lave, J. and Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation, Cambridge:
Cambridge University Press.
• MBF (2015). Mentoring and Befriending Foundation: Good practice examples. Retrieved 11/08/2015
from http://www.mandbf.org/guidance-and-support/good-practice-examples
• Rachel, N (2013). Structured peer mentoring for student support in higher education institutions in
Pakistan; catalysing change in the culture of learning. PhD thesis, Middlesex University.
• Whitehead, J. (2012) Educational Research for Social Change with Living Educational Theories,
Educational Research for Social Change, 1(1), 5-21.
Slide 20
