This document summarizes a presentation on challenges and opportunities related to technology in learning given at the UWS Learning and Teaching Conference. The presentation discussed how the diversity of today's students requires reimagining learning approaches away from passive, didactic styles to more active, collaborative and networked approaches. Challenges mentioned include the need for flexible scheduling and more formative feedback. The flipped classroom model was proposed as an approach to flex teaching by moving direct instruction outside of class and using class time for active learning. Creating video content for the flipped classroom using tools like Camtasia was discussed as a way to develop content once and use it for many students.
Framing Blended learning, teaching, and educationEADTU
Framing Blended learning, teaching, and education by Stephan Poelmans from KU Leuven During the EMBED event 'Implementing the European Maturity Model for Blended Education' 22 January 2020
Framing Blended learning, teaching, and educationEADTU
Framing Blended learning, teaching, and education by Stephan Poelmans from KU Leuven During the EMBED event 'Implementing the European Maturity Model for Blended Education' 22 January 2020
SLICCs – A flexible framework to deliver reflective experiential learning and...ePortfolios Australia
Student-Led, Individually-Created Courses (SLICCs) are a scalable and flexible experiential learning and assessment framework using an e-portfolio, awarding academic credit for experiential learning. The framework is based on five learning outcomes that students contextualise for themselves, with support from within the framework and feedback from faculty. These learning outcomes are stratified across the academic levels, through pre-honours, honours, masters, to professional doctorate. The framework provides the flexibility for faculty to offer boundaries to the learning experience, or for students to entirely define their own experience, bringing the extra-curricular into the formal curriculum. SLICCs are supported by a small team, and a comprehensive array of resources for students, tutors, faculty and administrators (more information available at http://www.ed.ac.uk/sliccs). SLICCs are now becoming well-established across the University of Edinburgh, with more than 20 courses using the framework, and there is increasing interest from other institutions in viewing and adopting the approach.
The Rethinking Education conference focused on the need to design a future education and skills system that will enable people to develop the knowledge and skills need for the labour market, for personal development and for societal goals.
This presentation focuses on the advantages and challenges of massive onopen online courses (MOOCs) for teaching and learning, with a focus on the UK platform, FutureLearn.
Teaching in a Hybrid Virtual ClassroomZac Woolfitt
Media and Learning - Online conference https://media-and-learning.eu/event/media-learning-online-autumn-2021/
Many teaching staff are now faced with a situation where they are not only expected to continue to teach students remotely online, but are also dealing with the learning needs of students in the class with them. This type of teaching goes by a variety of different names, Hybrid, HyFlex, Flexible, Dual Mode to name but a few. Supporting teaching staff in this situation can be a challenge as they and the services that facilitate them struggle with what for many is a juggling act that far too often results in one group of students feeling left out. During this presentation and discussions session, experienceed practioners will share their tips and suggestions for making hybrid work well from a pedagogical as well as a technical point of view.
Panellists:
Zac Woolfitt, Inholland University of Applied Sciences, The Netherlands, Practical approaches to teaching in the Hybrid Classroom
Anas Ghadouani, The University of Western Australia, Australia
Danielle Hinton, Higher Education Futures institute (HEFi), University of Birmingham, UK
Rónán Ó Muirthile, IADT, Ireland, Hybrid teaching: Lessons and learnings from professional broadcasting
Moderator: Fleur Braunsdorf, University of Amsterdam, The Netherlands
Warren Barr & Robert Stokes: Implementing E-Learning in Blended Learning: Experiences and Practice in Law. Slides from the University of Liverpool Learning and Teaching Conference 2009.
To consider and reflect on integrating e-learning into module delivery in a 'traditional', professionally accredited subject, and to share examples of good practice and consider some of the enablers and risks involved in integrating e-learning methods into delivery.
This presentation on Online Teaching Techniques was held for the discipline of Pedagogical Processes E-Learning Professor Morten Paulsen. Apr 2010
Juliana Antunes - MPEL - Open University
To refresh our courses one first needs to pause and take stock
Our digital ecologies are changing because the way we are wanting to teach and examine is changing. Moving forward, we see L&T using new and more engaging forms of technology, designed to help our students not just learn disciplinary skills, but to find new ways of engaging with their peers. Improvement is a deliberate act that involves planning and execution. We need to find the new tools and techniques to help us with our teaching. We will look at some possible affordances you can enjoy when you are ready to pause and take stock.
SLICCs – A flexible framework to deliver reflective experiential learning and...ePortfolios Australia
Student-Led, Individually-Created Courses (SLICCs) are a scalable and flexible experiential learning and assessment framework using an e-portfolio, awarding academic credit for experiential learning. The framework is based on five learning outcomes that students contextualise for themselves, with support from within the framework and feedback from faculty. These learning outcomes are stratified across the academic levels, through pre-honours, honours, masters, to professional doctorate. The framework provides the flexibility for faculty to offer boundaries to the learning experience, or for students to entirely define their own experience, bringing the extra-curricular into the formal curriculum. SLICCs are supported by a small team, and a comprehensive array of resources for students, tutors, faculty and administrators (more information available at http://www.ed.ac.uk/sliccs). SLICCs are now becoming well-established across the University of Edinburgh, with more than 20 courses using the framework, and there is increasing interest from other institutions in viewing and adopting the approach.
The Rethinking Education conference focused on the need to design a future education and skills system that will enable people to develop the knowledge and skills need for the labour market, for personal development and for societal goals.
This presentation focuses on the advantages and challenges of massive onopen online courses (MOOCs) for teaching and learning, with a focus on the UK platform, FutureLearn.
Teaching in a Hybrid Virtual ClassroomZac Woolfitt
Media and Learning - Online conference https://media-and-learning.eu/event/media-learning-online-autumn-2021/
Many teaching staff are now faced with a situation where they are not only expected to continue to teach students remotely online, but are also dealing with the learning needs of students in the class with them. This type of teaching goes by a variety of different names, Hybrid, HyFlex, Flexible, Dual Mode to name but a few. Supporting teaching staff in this situation can be a challenge as they and the services that facilitate them struggle with what for many is a juggling act that far too often results in one group of students feeling left out. During this presentation and discussions session, experienceed practioners will share their tips and suggestions for making hybrid work well from a pedagogical as well as a technical point of view.
Panellists:
Zac Woolfitt, Inholland University of Applied Sciences, The Netherlands, Practical approaches to teaching in the Hybrid Classroom
Anas Ghadouani, The University of Western Australia, Australia
Danielle Hinton, Higher Education Futures institute (HEFi), University of Birmingham, UK
Rónán Ó Muirthile, IADT, Ireland, Hybrid teaching: Lessons and learnings from professional broadcasting
Moderator: Fleur Braunsdorf, University of Amsterdam, The Netherlands
Warren Barr & Robert Stokes: Implementing E-Learning in Blended Learning: Experiences and Practice in Law. Slides from the University of Liverpool Learning and Teaching Conference 2009.
To consider and reflect on integrating e-learning into module delivery in a 'traditional', professionally accredited subject, and to share examples of good practice and consider some of the enablers and risks involved in integrating e-learning methods into delivery.
This presentation on Online Teaching Techniques was held for the discipline of Pedagogical Processes E-Learning Professor Morten Paulsen. Apr 2010
Juliana Antunes - MPEL - Open University
To refresh our courses one first needs to pause and take stock
Our digital ecologies are changing because the way we are wanting to teach and examine is changing. Moving forward, we see L&T using new and more engaging forms of technology, designed to help our students not just learn disciplinary skills, but to find new ways of engaging with their peers. Improvement is a deliberate act that involves planning and execution. We need to find the new tools and techniques to help us with our teaching. We will look at some possible affordances you can enjoy when you are ready to pause and take stock.
This presentation forms part of the Integrated Coastal Zone Management (ICZM)-project. This projects concerns a cooperation between ITS, ITB (both Indonesia) and TU Delft focusing on joint curriculum development
This project includes the use of open, online and blended education to support this process.
The presentation sketches the issues – for further discussions- to be taken into consideration when it comes to blended education (policy development, approach /priorities and planning) .
The workshop will provide examples and strategies for the design of the experiential online education. Participants will explore what makes a great education experience and define the attributes that contribute to a great online learning experience.
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.
Towards Blended Learning; Strategies and Roles of TeachersNashwa Ismail
Agenda
What is blended learning?
Models of blended learning
Benefits of blended learning
Challenges of blended learning
Role of teacher in a blended classroom
Management of large class number
Towards an effective blended learning environment
A trip down Moodle lane - 10 years of Moodle at NMITDavid Sturrock
A presentation at the MoodleMoot NZ 2014, Nelson Marlborough Institute of Technology, Nelson. NMIT has been using Moodle since 2004 and this presentation covers the highlights, including adoption strategies, collaborative projects and using a selection of non-standard plugins.
Faculty Development as Flexible Performance: Towards a Competency-Based Curri...Andrew Tatusko
Description
The Penn State World Campus faculty development curriculum focuses on topics of interest and competencies for effective online teaching and trains faculty to understand those competencies, but it is light on assessing faculty competence for online teaching. The program also does not have robust incentives for faculty to persist in their acquisition of new skills. Finally, faculty are coming to online teaching with prior learning and competencies that we do not measure and so, we have not had a mechanism to offer them different levels of competency mastery.
The redesign of the Penn State World Campus Faculty Development program fuses research in competency-based curriculum and the Teaching for Understanding (TfU) framework (Wiske, 1998) in order for faculty to demonstrate understanding of online teaching and learning through flexible performances. The foundation for the new curriculum is a map that faculty can use to support and improve their online teaching consistent with their prior learning and experience. The curriculum also breaks ground by using Penn State University’s new badging system as a way to assess and track faculty achievements and progress through the curriculum.
Learning Outcomes
As a result of attending this session, audience members will …
see how the Penn State World Campus faculty development unit scales its work to meet the needs of a large population of faculty and students.
gain a working knowledge of competency-based learning and the Teaching for Understanding framework.
gain a working knowledge of how badging and competence are linked.
discuss strategies for assessing faculty competence in teaching and learning.
draft one flexible performance they can implement with their faculty to assess one skill or competency in teaching and learning.
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.
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.
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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.
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!
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.
1. UWS Learning and Teaching Conference
Hamilton Campus
20th June 2013
The Digital Divide and Technology
in Learning: Challenges and
Opportunities
Tom Duff
Centre For Academic Practice and Learning Development
#uwsalt13
@tomduff3
tom.duff@uws.ac.uk
2. Session Aim
• Effective, Sustainable Learning - How Shall We
Support it?
– intended to help and encourage staff to make
more use of innovative flexible teaching, learning
and assessment approaches and what CAPLeD
offers
– This will be available as a video later today!
4. Diverse Learners
Understand UWS student diversity
• over a third of our students are over 30; (work, family, study time)
• 46% of our students are aged 25 or over; (work, family, study time)
• 22% of UWS students are from MD20 areas (experience to date of HE)
• 33-42% think about leaving during their course ( Why? And Why 60% stay?
Court Papers 2012
Retention and Progression – a Critical Area
(reputational, economic, ethical, and legal
implications)
? √? √
7. The Digital Divide?
• Passive & Didactic
• ‘Sage on the Stage’
• Building the jigsaw
through Lectures/Links
stored in the VLE :
Essays/Exams or 255
other methods of
assessment
• Students see Lecturer
for a few hours per
week (PPM and FFP)
• Staff joining the dots
for students
Reimaging learning approaches for ‘diverse learnersDigitisers Re-imaginers
• Reliant Learner
• Spoon feeding
• Memory tests
• What To Learn?
Broadcast Model
‘VLE way of
Institution
Controlling content’
90% staff delivery
10% student activity
8. The Digital Divide?
• Passive & Didactic
• ‘Sage on the Stage’
• Building the jigsaw
through Lectures/Links
stored in the VLE :
Essays/Exams or 255
other methods of
assessment
• Students see Lecturer
for a few hours per
week (PPM and FFP)
• Staff joining the dots
for students
Reimaging learning approaches for ‘diverse learnersDigitisers Re-imaginers
Active
Collaborative
Networked
Classes without walls
Innovation & Interaction
key to student 21st C
learning
Pace Place and Mode
Fit for purpose
Learning from each other
Students co producers in
joining the dots
themselves
• Reliant Learner
• Spoon feeding
• Memory tests
• What To Learn?
Broadcast Model
‘VLE way of
Institution
Controlling content’
90% staff delivery
10% student activity
• Resilient Learner
• Independent
• Deeper
• What to Learn
• How to Learn?
Participatory Model
‘VLE way of
Institution
acting as a
gateway to learning’
10% staff deliver
90% student activity
9. Challenges
• No longer ‘one size fits all’ learning approaches –
– Lecture/Essay teaching assessment format defunct!
• its about ‘fit for purpose’ learning approaches
– changing Broadcast to participatory learning styles
• Weekly schedule needs to be more flexible
– (week 1 hard for some boring for others – yet ends when
week 2 starts.
– Why cant week 2 start for those finding stuff easy during
week 1 and
– week 1 continues for students finding week 1 hard! ) Can we
do this?
• ‘Feedback’ is often too late – Little or no ‘feed forward’ or
opportunity or engagement for formative collaborations
Universities have been reluctant to add “active learning”
opportunities at expense of covering “the curriculum” via lectures.
10. How do we flex our teaching?
• ‘Anytime any place any where’ learning for our students!
• Type of materials for learning and access to materials to
encourage learner enquiry- responsibility!
• It is about ‘reimagining the mode of learning’
– different ways of developing/teaching material less instructional
to more participatory
– Technology abundant potential but confusing for staff!
• Time for staff to integrate non traditional ways of
modernising courses (Int & CFE)
• Not putting Technology before the learning:
– In Capled we show and do and say you do?
– staff often say ‘no thanks, no time’!
Developing more tools in staff toolkits – well trained in
and well used and supported by CAPLeD!
11. The Flipped Classroom
• The flipped classroom is a pedagogical model in which the typical
lecture and coursework elements of a course are reversed
• the term is widely used to describe almost any class structure that
provides pre-recorded content followed by online activities
• In one common model, students might view multiple lectures of
five to seven minutes each. Online quizzes or activities can be
interspersed to test what students have learned. Immediate quiz
feedback and the ability to rerun lecture segments may help clarify
points of confusion.
• Instructors might lead in-class discussions or turn the classroom
into a studio where students create, collaborate, and put into
practice what they learned from the lectures they view outside
class.
• Instructors quickly learn to suggest various approaches to clarify
content, and monitor progress across diverse groups of students.
15. Types of Video
• Talking Head welcome to course?
• Text book chapter outlining key aspects for course
• Annotated voice over diagrams of concepts
• How to use a discussion thread in moodle
• How to upload final coursework to turnitin
• Teaching computer coding
• Simulations ie taking bloods, dissecting frog?
• Group feedback on course activities
• Individual feedback on coursework submissions
http://www.techsmith.com/tutorial-camtasia-8-quizzing-2.html
16. Why the ‘Flipped’ Classroom
• Quick easy to learn – we do it anyway! Via
youtube?
• Paper published in Science (April 2011) found that
students using an experimental ‘flip-learning’
approach did more than twice as well as those
using traditional methods
17. ‘Flipped’ Classroom
Koller 2012
• Once you have a set of video content with
integrated activities and assessments, you can
make the same content available for all
students – ‘develop once use many’
• flipping the classroom away from the focus on
teachers’ control of content and towards
student inquiry and agency allows the
reimagining to develop
18. QuestionsCourses across all Campuses
tom.duff@uws.ac.uk
Val.Norval@uws.ac.uk
Moodle Guides
http://www.techsmith.com/tutorial-camtasia-
8-quizzing-2.html
19. How would YOU engage staff in educational development consistent with LTAS?
ELIR/QAA 2011
Externally
Staff need to
Engage/Learn/Contribute
GP other HEI’s
Internally
Share PDP GP
Internationalise curriculum
LEARNING MANIFESTO
2009/10
Core Values
Respect, transformational
approach, inclusiveness,
mutual respect.
Pedagogy (B/DL, FFP),
Environment, Staff/Student
Expectations
LTAS 2011-15
Inspirational
Transformational
HLL & WLL
Learner needs
Feedback/Assessment
Retention/Progression
50% alternative module
LTAB 2011-12
Increasing digital literacies,
Multi-campus delivery
Variety in module assessment
Learning from work
Embedding personal development
University-wide module
development
Variety in Assessment Practice
Engaging Student in Learning