Developing study skills through online interactive workshops by karen foley, ...EADTU
Blended and Online Edcuation webinar week, Day 1: Developing study skills through online interactive workshops by karen foley, The Open University, The United Kingdom
Developing study skills through online interactive workshops by karen foley, ...EADTU
Blended and Online Edcuation webinar week, Day 1: Developing study skills through online interactive workshops by karen foley, The Open University, The United Kingdom
This presentation would help you guys know who are the stakeholders involved in curriculum implementation as well their role. It tackles also the Role of Technology in Delivering the Curriculum and the Pilot Testing, Monitoring and Evaluating of the curriculum.
This year we conducted a small Research in the Project IQAIST by applying a QUESTIONNAIRE FOR TEACHERS – TRAINING NEEDS ANALYSIS. These are the results from Spain.
Students’ De-motivation in Handling Group Tasks: A Qualitative Study on the ...Mostafijur Rahman
This is the Bachelor Thesis presentation on materials utilizations in the secondary level classroom.
The thesis was for achieving BA Hons in English (Applied Linguistics).
Presentation on ReOpen project publicly available training material for teachers on "Designing non-formal open learning curriculum", presented in project multiplier event as a pre-conference workshop of international conference "Open professional collaboration for open Classroom" on November 9th, 2017 in Vytautas Magnus University, Kaunas
Methods of teaching part-1- introduction,definitions, lecture,demonstratio...christenashantaram
this part explains the major three methods of teaching along with Introduction * meaning, definitions
1.lecture method
2.demonstration method
3. Group discussion
This is a class I taught for second graders to provoke them to ask questions regarding heaven. I followed it up with part two where I shared the answers with their help investigating the Bible.
The teaching agenda for a 12-hour workshop for teachers being trained to teach young children the Bible (3-9 yrs.). The approach, called Holy Play is based on Sonja Stewart's Young children and worship. It was taught in Honduras.
This presentation would help you guys know who are the stakeholders involved in curriculum implementation as well their role. It tackles also the Role of Technology in Delivering the Curriculum and the Pilot Testing, Monitoring and Evaluating of the curriculum.
This year we conducted a small Research in the Project IQAIST by applying a QUESTIONNAIRE FOR TEACHERS – TRAINING NEEDS ANALYSIS. These are the results from Spain.
Students’ De-motivation in Handling Group Tasks: A Qualitative Study on the ...Mostafijur Rahman
This is the Bachelor Thesis presentation on materials utilizations in the secondary level classroom.
The thesis was for achieving BA Hons in English (Applied Linguistics).
Presentation on ReOpen project publicly available training material for teachers on "Designing non-formal open learning curriculum", presented in project multiplier event as a pre-conference workshop of international conference "Open professional collaboration for open Classroom" on November 9th, 2017 in Vytautas Magnus University, Kaunas
Methods of teaching part-1- introduction,definitions, lecture,demonstratio...christenashantaram
this part explains the major three methods of teaching along with Introduction * meaning, definitions
1.lecture method
2.demonstration method
3. Group discussion
This is a class I taught for second graders to provoke them to ask questions regarding heaven. I followed it up with part two where I shared the answers with their help investigating the Bible.
The teaching agenda for a 12-hour workshop for teachers being trained to teach young children the Bible (3-9 yrs.). The approach, called Holy Play is based on Sonja Stewart's Young children and worship. It was taught in Honduras.
Este serie de estudios biblicos esta hecho para ninos y estudian el pasaje de Tito 2:11-15. Esta hecho para realizarse en un campamento cristiano pero pueden ser usados en cualquier otro contexto. Este documento contiene las paginas para el alumno (campero/campista) y al final la guía para los facilitadores (o confidentes de campamento).
Este serie de estudios biblicos esta hecho para ninos y estudian el pasaje de Mateo 13,6 y Lucas 11. Esta hecho para realizarse en un campamento cristiano pero pueden ser usados en cualquier otro contexto. Este documento contiene las paginas para el alumno (campero/campista) y al final la guía para los facilitadores (o confidentes de campamento).
Este documento describe "El poder de aumentar la inteligencia emocional de los camperos a traves del involucramiento de los adultos en el juego de los niños". Define la inteligencia emocional segun Daniel Goleman, y el juego segun Johnston (Sabean) y describe formas concretas en las que un adulto puede involucrarse en el juego durante un campamento. Tiene implicaciones para padres y maestros de escuela.
Este articulo es el resultado de anos de experiencia en campamentos observando la interaccion entre los lideres (confidentes) y sus acampantes (o camperos o campistas o acampamentistas) durante tiempos de juego o recreacion. Se observa como el adulto puede aumentar la inteligencia emocional del nino participando sabiamente con el o ella. El articulo define la inteligencia emocional en base a la definicion de Daniel Goleman y comenta formas practicas en que un adulto puede participar con los menores en actividades recreativas. Cuenta con una buena mezcla de teoria y practica.
Developing a Menu of Teaching Approaches to Encourage Deeper Engagement with TELIan Glover
Presented on 1st May 2014 at Blackboard Teaching and Learning Conference (#BbTLC2014) at University College Dublin. This worshop encouraged attendeed to engage with materials created by Sheffield Hallam University as part of their Changing the Learning Landscape (CLL) transforamtion project.
Building Resources to Encourage Innovation in Teaching PracticeIan Glover
Invited presentation for the Leading the Learning Landscape network. The presentation outlines Sheffield Hallam University's project for the national Changing the Learning Landscape programme. Links to some of the resources are embedded in the presentation.
TELFest and its impact at the University of Sheffield. The presentation also provides links to discussions that took place during the session. The discussions explored starategies to promote the adoption of TEL.
Flipped learning occurs when key learning materials are provided for study and review outside the traditional classroom environment, through audio, video, screen casts, online forums or reading.
Ways to ensure “buy in” from the academics in the transition to digitised ass...Marieke Guy
Ways to ensure “buy in” from the academics in the transition to digitised assessments
Marieke Guy (Head of Digital Assessment) & Claudia Cox (Digital Assessment Advisor)
Uniwise partner meeting
2nd November 2023
Peter Holdridge, Stephen Pinfield & Peter Stordy - Online Learning Case Studies: Delivering the new LISM (Library and Information Services Management) distance learning programme. TELFest 2016 presentation
Digital Places: Location-based Digital Practices in Higher Education using Bl...Ian Glover
Presentation given at Ed-Media 2018 containing example use cases for Bluetooth Beacons in Higher Education. Full paper available at https://www.researchgate.net/publication/325929926_Digital_Places_Location-based_Digital_Practices_in_Higher_Education_using_Bluetooth_Beacons
Exploring the Educational Potential of the Internet of Things (Internet of Th...Ian Glover
The Internet of Things (IoT) has huge disruptive potential for many aspects of life, including education. This presentation, presented at the ALT-C conference 2015, looks at some of the key IoT technologies and how they might be used in an educational context.
Open Badges (Contemporary Approaches to Teaching workshop)Ian Glover
Short overview of Open Badges for a 15 minute workshop. Part of the Contemporary Approaches to Teaching event at Sheffield Hallam University on 10th December 2013
Open Badges in Higher Education - Perception and Potential Ian Glover
Presentation from ALT-C 2013 (#altc2013). Provides an overview of what open badges are, some insight into how they could fit into higher education, and information about how to get started using them.
Investigating Perceptions and Potential of Open Badges in Formal Higher Educa...Ian Glover
Slides from presentation at Edmedia 2013. They cover the findings of our research and some recommendations on how to start using Open Badges at other institutions
Integrating Flickr-based Images into Moodle to Increase Visual Appeal and Dyn...Ian Glover
Presentation from Edmedia 2011 on an add-on to the Moodle Virtual Learning Environment that I wrote to show carousels of images on (the typically dull and static) module pages. The code was released back to the community for anyone to use.
The Distributed, Web 2.0 VLE? Incorporating External Content Platforms into ...Ian Glover
Presentation from ALT-C 2011 on the move towards using thrid-party online platforms rather than institutional ones, and how this information can be brought into the institutional systems.
A Tale of One City: Intra-institutional Variations in Migrating VLE PlatformIan Glover
Presentation from ALT-C 2012 about lessons learned when migrating between Virtual Learning Enviroments, though the lessons would also be relevant in migrations of other types of software platforms
Play as You Learn: Gamification as a Technique for Motivating LearnersIan Glover
Presentation for award-winning paper at Edmedia 2013 (Freely downloadable from http://www.editlib.org/p/112246/). It provides an overview of the principles of gamification and motivation and contains suggestions on things to consider when gamifying education.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Teaching Approaches Menu Workshop - SEDA conference 2014
1. A ‘menu’ of teaching approaches to transform
engagement with technology-enhanced learning
Stuart Hepplestone, Senior Lecturer in Technology Enhanced Learning
Dr. Ian Glover, Senior Lecturer in Technology Enhanced Learning
Workshop at the 19th Annual SEDA Conference, 13-14 November 2014
2. Agenda
Agenda
14:00-14:05 Workshop opening: Welcome, introduction to the
workshop and agenda
14:05-14:25 Presentation: Background and approach to the
project
14:25-14:40 Activity 1: A look at the project resources
14:40-15:15 Activity 2: Sample scenarios
15:15- 15:20 Presentation: Dissemination and engagement
15:20 Workshop closing: Audience questions and final
comments
3. About this workshop
• Opportunity to engage with the
‘Teaching Approaches Menu’ and
associated resources to assist academic
staff in effective use of these approaches
and the technologies that support them
• By the end, delegates will:
• understand how and why SHU has
taken a pedagogy-first approach to
TEL
• have an awareness of the variety of
teaching approaches in use at SHU
• consider refining the resources for
their own contexts and frameworks
4. Sheffield Hallam University and TEL
• 4 faculties; 700+ courses
• 34,000+ students; 2,100+ academic staff
• Blackboard Learn and Blackboard Collaborate are key institutional tools
• Many other online and physical technologies available
5. Context
• Teaching often uses safe, familiar
methods
• SHU has the technology, and
Minimum Expectations for e-learning,
but usage can be low
• Desire to transform student
experience through:
More active and engaging learning
More varied teaching approaches
Better integration of technology
• National Changing the Learning
Landscape (CLL) initiative provides an
opportunity for change
6. About the project
• Our project is aim to:
raise awareness of the role that technology can play in enabling innovative and
engaging approaches to teaching
• Our objective is to:
develop a resource that will assist colleagues in identifying different teaching
approaches and the technologies that can support and facilitate these strategies
7. Project approach
• SHU-based – covers practice at SHU
• Grassroots – all academics invited to
take part
• Constant refinement – updated from
feedback
• Project steering group drawn from
across SHU, including:
Students’ Union
Academics
Central and faculty TEL support staff
8. Project development
• Survey Workshops Draft ‘menu’ and materials/case studies
• Follow-up staff and student workshops to generate further information and
refinements
9. Activity 1 (15 mins):
A look at the resources
1. Key resources:
The ‘Menu’
Worksheet to develop action plan
Workshop activities
2. Additional resources:
Case studies
‘Top Trumps’
3. Share your feedback with the room
10. Activity 2 (35 mins):
Scenarios
On your table is a description of a typical
teaching issue:
1. As a group, discuss the issue and use the
resources on the table to select a
teaching approach to address it
2. Identify some technologies that could
support the selected approach in
addressing the issue
3. Share your ideas with the room
11. Internal dissemination
• Workshops:
Open to all
Tailored for specific groups
• Training faculty TEL staff
• ‘Restructuring’ TEL activity
• Promotion through:
Blogs
Mail-outs
Targeting influencers
Presentations to course/subject teams
SHU-wide and faculty conferences
12. Lessons learned
• Senior support vital to get the ‘non-innovators’ involved
• Local focus helps people see value in project
• Avoid jargon to help get, and keep, people engaged
13. Next steps
• Expand current ‘Menu’
• Support faculty staff in running
workshops
• Workshop on PGCert
• Workshops for other institutions
• Follow-on project – ‘APPETITE’
14. Contact
Stuart Hepplestone: s.j.hepplestone@shu.ac.uk
Dr. Ian Glover: i.glover@shu.ac.uk
Blog: blogs.shu.ac.uk/shutel
Editor's Notes
Want to shift from a primarily lecturer focused model to active and student focused.
SHU results generally strong, but if not improving then falling back relatively
Desire to build employability / soft skills as part of all courses, typical lectures and group tutorials limits this.
Lots of factors contribute to continued reliance on familiar approaches:
Don't know what else is possible - sharing practice seems limited
Don't have time to make changes
Don't have confidence to try out new things (which may not work)
"It was good enough for me, so it it's good enough for them"
Physical spaces and timetabling restrict creativity
Students expect lectures at university
Large range of technology is available but generally underused:
Blackboard VLE often just a file repository - minimum expectations of elearning (2013) helped improve this, some faculties developed an expanded version.
Blackboard Collaborate still 'under the radar' despite people asking for this type of product
Clickers used in a few areas
Interest developing in Google Apps, but few people using them
PebblePad in a couple of areas for several years, recently made available to all
MyKnowledgeMap, Augmented Reality, mobile here and there. (Mobile usually not making full use of capabilities, just a more convenient laptop)
External services - social media, TedEd, video, non-powerpoint presentation tools, etc. - used by some.
Pockets of outstanding practice - generally the same people or subject groups, though.
Wanted to draw out the varied and highly effective practice happening across the institution and use this as the basis of a project to encourage staff to think about their current teaching and tech. use, identify changes and put them into practice.
All staff encouraged to take part at every stage - calls for participation through blog, word of mouth, faculty contacts, email, etc.
Involvement by key stakeholders in directing project, including students both through SU and directly (Holly and Nick & James).
Survey of current practice ~ 40 respondents. 3 Qs: What do you currently do, what works well, what not so well? No specific technology focus but encouraged to share anyway
Information collated by me and Stuart, supplemented by what we were already aware of and some things that lecturers had expressed a desire in.
'Framework' drafted and taken to staff workshops > 100 participants (including many who don't usually engage with us)
'Framework' renamed to 'menu' - less formal and procedural sounding. Idea to encourage people to view the resource as something that you use to find something that you would like.
Supporting materials developed - case studies, 'teaching nuggets', workshop activities, blog posts,etc.
Another round of workshops (initially aimed at staff, but SU ran own version for students too after they saw the value of ours) to verify that the materials were appropriate and useful. Also helped identify other aspects that could be changed or added.
Current dissemination approaches
'Restructuring' - Staff at workshops have particularly found the introduction of this common language useful and we are trying to ensure that our work fits with that language. tying our own activity with the approaches on the menu, e.g. roundtables on Reflection and PBL as well as specific technologies, case studies to show how tools can be used with specific approaches, etc.
Importance of process needs to be made clear by senior faculty and institutional staff - helps get time during away days, inclusion in course design / revalidation process, time out for staff to attend workshops, etc.
That people might know some names on the menu can't be underestimated, makes it seem acheivable (they are working in the same or very similar environment with many of the same challenges) and can be another point of contact. Also encourages staff to contribute as it will help raise their own profile. Shows that we aren't demanding a complete overhaul of practice.
We know (most!) of the technical and pedagogical jargon, but it puts lots of staff off - they don't want to learn a whole new, complicated vocabulary to get involved. Simplification helped staff engage and allowed us to get students involved too. Stripped the language back to the basics, e.g. don't use 'Pedagogy' in any of the materials.
'Menu' and materials will continue to evolve - though the paper version is getting unwieldy. e.g. may pull "Assessment Types' Column into another similar document which will allow further resources, case studies, tutorials, etc. on specific types with references from the CLL menu.
Centre eventually hope to fade out of the workshops and allow the faculty staff to organise and run their own workshops - we'll be on hand to provide additional support and continue developing the resources.
2014 project - target one group (subject team, programme, etc.) in each of the 4 faculties - APProaches to Engaging Teaching using Innovative TEchnology (APPETITE)