Give them what they want: Participatory approaches to developing anonymous as...Simon Davis
Presented at ALT-C 2015; https://altc.alt.ac.uk/2015/sessions/give-them-what-they-want-developing-a-flexible-anonymous-assignment-workflow-to-meet-diverse-needs-895/
Speakers:
Dr Clive P L Young, advisory team leader digital education, information services division, UCL
Nataša Perović, digital education adviser, UCL
ABC is an effective and engaging hands-on workshop that has now been trialled with great success over a range of programmes.
In just 90 minutes, using rapid prototyping, teams work together to create a visual ‘storyboard’ outlining the type and sequence of learning activities and highlight assessment and feedback opportunities.
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
Give them what they want: Participatory approaches to developing anonymous as...Simon Davis
Presented at ALT-C 2015; https://altc.alt.ac.uk/2015/sessions/give-them-what-they-want-developing-a-flexible-anonymous-assignment-workflow-to-meet-diverse-needs-895/
Speakers:
Dr Clive P L Young, advisory team leader digital education, information services division, UCL
Nataša Perović, digital education adviser, UCL
ABC is an effective and engaging hands-on workshop that has now been trialled with great success over a range of programmes.
In just 90 minutes, using rapid prototyping, teams work together to create a visual ‘storyboard’ outlining the type and sequence of learning activities and highlight assessment and feedback opportunities.
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
Engaging students by closing the feedback loopJisc
Anish Bagga presented the findings, best practices,and potential consequences of an ineffective feedback system and how Unitu has discovered a great way to close the feedback loop. Delivered at the Learning and teaching practice experts group on 22 April 2015
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.
Presentation given at VIII Semana de Formação de Professores STHEM Brasil – Módulo 1, a virtual workshop run on 25 May 2021 by faculty from the Institute of Educational Technology at The Open University, UK.
Online teaching: overcoming the challenges, 20 October 2020Jisc
There is no one right way to use technology to underpin the curriculum. The range of possibilities can make it difficult for practitioners to know where to start, but as universities and colleges adapt to the new normal of teaching in hybrid environments support is needed to ‘get it right.’
There will be challenges, but you can overcome these if time and resources are directed at the right things. There are lots of misunderstandings about what it means to use technology to support teaching, learning and assessment. Academic staff need to approach the challenge with an awareness of those misconceptions as well as with a critical and creative mindset.
This webinar will showcase examples of how universities and colleges are currently adapting to provide flexible approaches to learning using digital. The focus will be on what lessons we have learned over the last six months and how we can make online learning a transformative experience for learners, rather than a deficit model.
California Community College Faculty Motivation and Reflection on Open Textbo...Una Daly
Interviews were conducted with twelve faculty members at community colleges in California who adopted open textbooks in their teaching practice for one academic term or longer. The interviews queried faculty on motivation to undertake the adoption, pedagogical considerations, student savings and feedback, and support from other campus stakeholders.
Faculty were asked how their teaching and student learning was affected as a result of adopting an open textbook in their course. Specifically they were asked if they were collaborating more with other faculty members and whether they were now using a wider range of instructional materials in their courses. With regards to student learning, they were asked if they believed that student learning had improved or whether student retention had improved as a result of the adoption of an open and free textbook. Any unanticipated outcomes that had resulted from the adoption either in their own practice or with students was also queried.
In addition to the faculty and students, other stakeholders on campus are often involved in the decision and process to adopt an open textbook. College initiatives or pilot programs to increase access and equity were sometimes the instigators for making the change and other times it was strictly a faculty decision. Library, instructional design, and bookstore staff were other stakeholders who played roles in the adoption process.
Attend this presentation to better understand the motivations of college faculty who adopt open textbooks and how it affected their teaching practice. Hear about the challenges they encountered and any unexpected outcomes. Learn what students had to say about using open textbooks in the classroom and how it affected their learning and ability to be successful.
Adoption of Blackboard in the ELICOS system: Innovating and Augmenting Qualit...Blackboard APAC
In 2016 the Centre for English Teaching (CET) launched Blackboard for its university pathway courses (DEC) as part of an initiative to innovate and transform them into high quality blended Academic English language programs that would support students in developing both academic skills and awareness of the technology and systems required to excel during the first semester at university. While LMS use is standard practice in higher education, for the English Language Intensive Courses for Overseas Students (ELICOS) sector the integration of an online platform is still new territory and there is great potential for innovation within teaching and learning practices. Moreover, the unique context allows for a fresh perspective on how Blackboard, at its core, is a dynamic and flexible platform in teaching and learning practices that fosters communities of practice and consolidates traditional educational practices.
The implementation of Blackboard across university pathways courses at CET faced two major hurdles. To begin with, international students were less familiar with the culture and expectations surrounding LMS use at tertiary level and the nature of independent learning. Secondly, teaching staff had varying degrees of proficiency and experience in using technology in the classroom. Dealing with the challenge of educating, immersing and empowering both teachers and students simultaneously in their use of Blackboard as an integrated and powerful tool in teaching and learning raised numerous questions and helped gain valuable insights into adoption and adaption of technology and the opportunity for creative disruption. Grounding innovations in solid pedagogy, integrating technology and independent learning with in-class interaction and making learning objectives clear to both students and teachers enabled the successful uptake of Blackboard and allowed for greater support and autonomy for both teachers and students.
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
Organisational transformation and curriculum change: turning things Jisc
Organisational transformation and curriculum change: Turning things around presented by Professor Mark Stubbs (Manchester Metropolitan University) and facilitated by Pam Parker (City University).
Jisc conference 2012
Presentation of Simon Paul Atkinson for EDEN's Education in time of pandemic webinar series on 'How to engage and support students online' - 27 April 2020, 17:00 CEST
More info:
https://www.eden-online.org/how-to-engage-and-support-students-online/
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
Learning and teaching reimagined - how are student needs changing?Jisc
Presentation slides from our first learning and teaching reimagined series, which focused on how student needs are changing.
The rapid move to online learning brought about by COVID-19 has caused profound changes to higher education and the student experience.
But how much do we really know about the needs of our students? On what evidence are we basing these views? Even if we are confident that we do have a full and accurate picture of these needs, what difference is it making to our planning and decision making?
As part of our learning and teaching reimagined programme with UUK, Advance HE and Emerge Education, this webinar provided the opportunity to share your own understanding of your students’ needs and to hear those of others – not least from students themselves.
It explores the value of different types of evidence and, crucially, how to then build on this insight to ensure that the student voice permeates through, and plays an active role in, influencing your strategic planning.
Link into your professional network - Jisc Digifest 2016Jisc
This session will explore how helping teachers to build confidence in their own technical and professional networking skills, showing teachers how to use and become proficient with LinkedIn and how to transfer those skills to students can lead to employment for students.
The session will show case the Learning Futures/Education and Training Foundation funded resources for the FE and skills sector that its is anticipated may be embedded into a future Jisc service that is currently in the R&D phase.
What do students actually look at? Using Talis Elevate to analyse student int...Jisc
Speaker: Matt East, senior learning technologist, Anglia Ruskin University.
Talis Elevate, a new resource level analytics and collaboration tool, allows academics to easily interrogate micro level analytics at resource and student level. Using Elevate on a wide variety of courses and disciplines, we have proved/disproved a number of assumptions about student engagement and resource/feedback interaction.
Cross institutional collaboration for connected cpd in heSue Beckingham
Presentation at #ALTC 2015
The power of open cross-institutional collaboration for connected professional development in higher education
Abstract: https://altc.alt.ac.uk/2015/sessions/the-power-of-open-cross-institutional-collaboration-for-connected-professional-development-in-higher-education-801/
Engaging students by closing the feedback loopJisc
Anish Bagga presented the findings, best practices,and potential consequences of an ineffective feedback system and how Unitu has discovered a great way to close the feedback loop. Delivered at the Learning and teaching practice experts group on 22 April 2015
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.
Presentation given at VIII Semana de Formação de Professores STHEM Brasil – Módulo 1, a virtual workshop run on 25 May 2021 by faculty from the Institute of Educational Technology at The Open University, UK.
Online teaching: overcoming the challenges, 20 October 2020Jisc
There is no one right way to use technology to underpin the curriculum. The range of possibilities can make it difficult for practitioners to know where to start, but as universities and colleges adapt to the new normal of teaching in hybrid environments support is needed to ‘get it right.’
There will be challenges, but you can overcome these if time and resources are directed at the right things. There are lots of misunderstandings about what it means to use technology to support teaching, learning and assessment. Academic staff need to approach the challenge with an awareness of those misconceptions as well as with a critical and creative mindset.
This webinar will showcase examples of how universities and colleges are currently adapting to provide flexible approaches to learning using digital. The focus will be on what lessons we have learned over the last six months and how we can make online learning a transformative experience for learners, rather than a deficit model.
California Community College Faculty Motivation and Reflection on Open Textbo...Una Daly
Interviews were conducted with twelve faculty members at community colleges in California who adopted open textbooks in their teaching practice for one academic term or longer. The interviews queried faculty on motivation to undertake the adoption, pedagogical considerations, student savings and feedback, and support from other campus stakeholders.
Faculty were asked how their teaching and student learning was affected as a result of adopting an open textbook in their course. Specifically they were asked if they were collaborating more with other faculty members and whether they were now using a wider range of instructional materials in their courses. With regards to student learning, they were asked if they believed that student learning had improved or whether student retention had improved as a result of the adoption of an open and free textbook. Any unanticipated outcomes that had resulted from the adoption either in their own practice or with students was also queried.
In addition to the faculty and students, other stakeholders on campus are often involved in the decision and process to adopt an open textbook. College initiatives or pilot programs to increase access and equity were sometimes the instigators for making the change and other times it was strictly a faculty decision. Library, instructional design, and bookstore staff were other stakeholders who played roles in the adoption process.
Attend this presentation to better understand the motivations of college faculty who adopt open textbooks and how it affected their teaching practice. Hear about the challenges they encountered and any unexpected outcomes. Learn what students had to say about using open textbooks in the classroom and how it affected their learning and ability to be successful.
Adoption of Blackboard in the ELICOS system: Innovating and Augmenting Qualit...Blackboard APAC
In 2016 the Centre for English Teaching (CET) launched Blackboard for its university pathway courses (DEC) as part of an initiative to innovate and transform them into high quality blended Academic English language programs that would support students in developing both academic skills and awareness of the technology and systems required to excel during the first semester at university. While LMS use is standard practice in higher education, for the English Language Intensive Courses for Overseas Students (ELICOS) sector the integration of an online platform is still new territory and there is great potential for innovation within teaching and learning practices. Moreover, the unique context allows for a fresh perspective on how Blackboard, at its core, is a dynamic and flexible platform in teaching and learning practices that fosters communities of practice and consolidates traditional educational practices.
The implementation of Blackboard across university pathways courses at CET faced two major hurdles. To begin with, international students were less familiar with the culture and expectations surrounding LMS use at tertiary level and the nature of independent learning. Secondly, teaching staff had varying degrees of proficiency and experience in using technology in the classroom. Dealing with the challenge of educating, immersing and empowering both teachers and students simultaneously in their use of Blackboard as an integrated and powerful tool in teaching and learning raised numerous questions and helped gain valuable insights into adoption and adaption of technology and the opportunity for creative disruption. Grounding innovations in solid pedagogy, integrating technology and independent learning with in-class interaction and making learning objectives clear to both students and teachers enabled the successful uptake of Blackboard and allowed for greater support and autonomy for both teachers and students.
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
Organisational transformation and curriculum change: turning things Jisc
Organisational transformation and curriculum change: Turning things around presented by Professor Mark Stubbs (Manchester Metropolitan University) and facilitated by Pam Parker (City University).
Jisc conference 2012
Presentation of Simon Paul Atkinson for EDEN's Education in time of pandemic webinar series on 'How to engage and support students online' - 27 April 2020, 17:00 CEST
More info:
https://www.eden-online.org/how-to-engage-and-support-students-online/
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
Learning and teaching reimagined - how are student needs changing?Jisc
Presentation slides from our first learning and teaching reimagined series, which focused on how student needs are changing.
The rapid move to online learning brought about by COVID-19 has caused profound changes to higher education and the student experience.
But how much do we really know about the needs of our students? On what evidence are we basing these views? Even if we are confident that we do have a full and accurate picture of these needs, what difference is it making to our planning and decision making?
As part of our learning and teaching reimagined programme with UUK, Advance HE and Emerge Education, this webinar provided the opportunity to share your own understanding of your students’ needs and to hear those of others – not least from students themselves.
It explores the value of different types of evidence and, crucially, how to then build on this insight to ensure that the student voice permeates through, and plays an active role in, influencing your strategic planning.
Link into your professional network - Jisc Digifest 2016Jisc
This session will explore how helping teachers to build confidence in their own technical and professional networking skills, showing teachers how to use and become proficient with LinkedIn and how to transfer those skills to students can lead to employment for students.
The session will show case the Learning Futures/Education and Training Foundation funded resources for the FE and skills sector that its is anticipated may be embedded into a future Jisc service that is currently in the R&D phase.
What do students actually look at? Using Talis Elevate to analyse student int...Jisc
Speaker: Matt East, senior learning technologist, Anglia Ruskin University.
Talis Elevate, a new resource level analytics and collaboration tool, allows academics to easily interrogate micro level analytics at resource and student level. Using Elevate on a wide variety of courses and disciplines, we have proved/disproved a number of assumptions about student engagement and resource/feedback interaction.
Cross institutional collaboration for connected cpd in heSue Beckingham
Presentation at #ALTC 2015
The power of open cross-institutional collaboration for connected professional development in higher education
Abstract: https://altc.alt.ac.uk/2015/sessions/the-power-of-open-cross-institutional-collaboration-for-connected-professional-development-in-higher-education-801/
Promoting Inclusivity through Universal Design for Learning, Karen Buckley, DCU.Karen Buckley
National Forum Seminar Series presentation by Karen Buckley, Academic Developer, DCU.
Wednesday 6th November, University of Limerick
Promoting Inclusivity through Universal Design for Learning
Faculty survey results and interviews with senior decision makers leading their institutions’ MOOC strategies:
What were the original motivations behind your MOOC strategy? How have your motivations evolved after some experience with MOOCs? How are you measuring the success of your MOOC strategy? What lessons and best practices have emerged from your experience with MOOCs? What are your plans to expand the use of MOOCs? What advice would you give to other senior leaders considering a MOOC strategy?
Curriculum Development: Increasing access to and reach of learning resources ...Kathleen Ludewig Omollo
Presentation to consortium members on July 28, 2014. For more about the consortium, see http://1000obgyns.org/. Since the event, the associated open educational resources have been posted to http://open.umich.edu/education/med/1000obgyns/.
Presentation given by Dr Keith Smyth (@smythkrs) and Dr David Walker (@drdjwalker) as part of #fdol132 in 2013.
The presentation provided background on the Global Dimensions in Higher Education project http://globaldimensionsinhe.wordpress.com/ and examined some of the issues/challenges that confront institutions as they attempt to engage in open collaborative practices.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
openSE – open educational framework for computer science Software EngineeringAndreas Meiszner
The openSE project brings together higher education institutions, open source projects and enterprises from different countries, from Europe and beyond, to collaboratively build up a common learning ecosystem.
The openSE framework is an open approach to computer science Software Engineering and aims at the continuous provision of up to date and relevant learning materials and opportunities that match students' interests and employers' demand; providing firms with better educated employees and allow learners to acquire an enhanced set of skills than traditional educational provision does. The openSE framework will be open to any type of learner: students of partnering universities, learners from the enterprise field, or 'free learners' outside of any type of formal educational context.
The Role of a Learning Technologist in Transforming Digital Learning Practice...Chrissi Nerantzi
18 January 2018, London, invited contribution to the Inside Government event Embracing Technology Enhance Learning in Higher Education
https://chrissinerantzi.wordpress.com/2018/01/20/inside-government-event-18-1-18/
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.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Sectors of the Indian Economy - Class 10 Study Notes pdf
The power of open cross-institutional collaboration for connected professional development in higher education #ALTC 2015
1. Chrissi Nerantzi, Manchester Metropolitan University - Sue Beckingham, Sheffield Hallam University
Dr Diogo Casanova, Kingston University - Dr Catherine Hack, Ulster University - Sheila MacNeill, Glasgow Caledonian University
The power of open cross-institutional collaboration
for connected professional development
in higher education
#ALTC 2015
2. Overview
Our understanding of open
cross-institutional development
BYOD4L: January 2015 iteration
Exploring opportunities and challenges of open cross-
institutional professional development
3. BYOD4L the open event
add existing bits
Site http://byod4learning.wordpress.com/
Related research and BYOD4L iterations, including January 2015
https://byod4learning.wordpress.com/about/research/
5. The BYOD4L January 2015 Team
2 organisers
21 facilitators (without organisers)
9 institutions
2 additional partners (US, Germany)
7 mentors
1 peer reviewer
1 artist
6. Overview of our research project
Aims
Explore perceived benefits and challenges for participating institutions for open
cross-institutional initiatives and recommendations for sustainable professional
development solutions
Methodology
Action research
Methods
Survey instrument, web analytics
7. Findings: WordPress views and
Twitter
Data created using @mhawksey's TAGS Tool by
Peter Reed
460 twitter users across the week
Data created from wordpress statistics by
Kay Hack
1553 unique visitors across the week
9. Profiling
Initial expectations:
👤👤👤👤 Share best practices
👤👤👤👤 Enhance the use of TEL in their practice
👤👤 Evaluate new CPD opportunities
👤👤 Networking
👤 Being part of something innovative
👤 Involve colleagues in something innovative
Expectations met:
👤👤👤👤 Networking
👤👤👤 Learn about TEL and its use in Learning and
Teaching
👤👤👤 Level of openness and collegiality (sense of
community)
👤 Innovativeness
👤 Usefulness of the course
👤 Personal realisation
👤 Buzz around the course
👤 Disengagement from my institution
👤 Easiness or not of course design
10. Strengths
👤👤👤👤👤 Share practices
👤👤👤👤👤 Networking
👤👤👤👤 Activities and course design
👤👤👤👤 Flexibility
👤👤👤 Sense of community
👤 Find expertise elsewhere
👤 Diversity
👤 Safe environment
- “To create opportunities for colleagues and students to learn more about how they can use their smart devices
for learning and teaching with peers from other institutions as this would widen their horizons and could potentially
extent their network.”
11. Weaknesses
👤👤 Level of institutional support
👤👤 Too many tools/spaces
👤👤 Lack of recognition
👤👤 Monitor engagement
👤👤 Confidence
👤👤 Overwhelming
👤 Time
👤 Lack of structure
👤 Level of institutional engagement
👤 Course design (last synchronous activity)
“Because it is so flexible it’s not clear how to get the best out of it”
12. Opportunities
👤👤👤👤 new internal CPD opportunities
👤👤👤 personal development
👤👤👤 building networks and collaborations
👤👤👤 new cross-institutional CPD opportunities
👤 new approaches for professional development
👤 research opportunities
👤 extend recognition opportunities
👤 flexibility
“Create sustainable solutions through joined development and sharing of expertise with
cross-institutional teams that can experiment with new approaches to professional
development”
13. Threats
👤👤👤 recognition by institutions and management
👤👤👤 learning design paradigm
👤👤 monitoring quality and recognition
👤 alignment with professional frameworks
👤 level of commitment
👤 marketing
👤 lack of institutional support
👤 unclear
👤 data protection and intellectual property
”Some may struggle with the flexible approach to learning and seek the structured
approach a traditional course may take”
14. What was valued
“It has been a
great experience
for us and one that
will participate on
again.”
“Open CPD is the future, provided a
great opportunity to engage with
like minded and inspirational
colleagues across the UK.”
“I enjoyed developing this course with my
colleague from another institution.
Together, we created something for
others and this helped us all develop and
create new professional relationships,
push our own thinking and practice into
new directions and carry out research
together.”
15. Benefits and challenges of using
open courses for CPD
BENEFITS
• Develop new shared CPD provision
through collaboration with other
institutions could provide an effective/
efficient use of time and resources for
staff development teams
• Potential to develop new CPD offers
in areas where there is limited local
knowledge.
• Use these resources to provide local
F2F provision
• Enables colleagues to experience a
'course' in an free open and time
limited as a learner.
CHALLENGES
• Need for local support to supplement
online opportunities
• Breadth of activities can be daunting for
novice online learners
• Need a lot of confidence to take part
• Because it's is so flexible it's not clear
how to get the best out if it
• Uses many optional social media and it
can feel like you're in the wrong place or
other things are happening elsewhere
• Participation is rewarded with badges but
is this recognised?
16. BYOD4L in January 2016: What will be
different as a result of this project?
- Recruiting facilitators: more balanced representation by support staff (Ac. Dev and
TEL) and academics in the disciplines.
- Recruiting student facilitators
- Improve institutional engagement and support, work more effectively within our own
institutions, also communication and marketing of BYOD4L
- Identify opportunities within collaborating institutions to link BYOD4L with CPD
schemes, institutional teaching qualifications and informal offers to gain recognition
locally and more widely (MMU example)
- Improve engagement monitoring, consider registrations at least at institutional level.
- Identify further non-UK based collaborating institutions to enrich the learning
experience.
- Continue the research we started to further improve BYOD4L and similar activities...
17. Recommendations
• start small
• collaborate with colleagues and students across your institution and
elsewhere
• use expertise and resources already available, including OER, repurpose
and reuse
• identify effective ways to integrate cross-institutional CPD offers within
your institution, collaborate with the L & T teams, including TEL
• secure buy-in and support from management
• make explicit connections to UK PSF or other institutional CPD
programmes and initiatives
18. Join us for the next learning adventure
BYOD4L January 11-16 2016
We are looking for institutional partners,
staff and student facilitators
Follow @BYOD4L and https://byod4learning.wordpress.com/ for updates
19. What I will do within my institution in preparation for
BYOD4L in Jan 16
• Make more explicit links to existing CPD
opportunities to gain credits and work towards
professional recognition within MMU while
participating/facilitating in BYOD4L.
• Review MMU marketing of BYOD4L.
• Review MMU BYOD4L registration process.
• Review face-to-face event and find a more
effective way to attract more participants.
• Connect with the Student Union at MMU and
identify students who are interested in
participating and facilitating BYOD4L.
Chrissi Nerantzi
Manchester Metropolitan University, Principal Lecturer Academic CPD,
Centre for Excellence in Learning and Teaching
20. What I will do within my institution in preparation for
BYOD4L in Jan 16
• Work with our Head of Innovation and
Professional Development on a parallel
face to face programme at SHU
• Develop a communication strategy with a
wider reach to include email and social
media
• Build a local team of mentors to support
face to face as well as online during
#BYOD4L
• Create further multimedia ‘getting started’
resources (e.g. Twitter, a blog) plus a
virtual tour of the #BYOD4L website
Sue Beckingham
Sheffield Hallam University, Educational Developer
and Senior Lecturer, Department of Computing
21. What I will do within my institution in preparation for
BYOD4L in Jan 16
• expand the provision of CPD including
more social media workshops
• include one hour in-house workshops
to complement the online week
• work towards the accreditation from
our CPD framework
• disseminate throughout the university
and inviting individually members of
staff and students
Dr Diogo Casanova, Kingston University London, Centre for Higher Education Research
and Practice
22. What I will do within my institution in preparation for
BYOD4L in Jan 16
• I have identified additional facilitators
• Planned a drop in session in the
preceding week
• Establish a ‘local’ social space
• Plan post course event to share best
practice
• Work with Faculty PSF reps to promote
course and make explicit links to PSF
framework
Dr Kay Hack, University of Ulster, Partnership Manager, Faculty of Life & Health Science
add photo here
23. What I will do within my institution in preparation for
BYOD4L in Jan 16
• Encourage more participation from staff.
• Build into CPD workshops focussing on
fully online delivery.
• Encourage more staff to lead and
participate in f2f sessions during the event.
• Promote through formal CPD
networks/activities.
• Make Students Association aware of event
(but it is exam week)
Sheila MacNeill,
Glasgow Caledonian University, Senior Lecturer, GCU LEAD (Learning Enhancement & Academic Development)
add photo here
24. References
Nerantzi, C. & Beckingham, S. (2015b) Scaling-up open CPD for teachers in higher education using a
snowballing approach , in: Rennie, F. (ed.) The distributed university, JPAAP Special Issue, Volume 3, Issue 1,
pp. 109-121, available athttp://jpaap.napier.ac.uk/index.php/JPAAP/article/view/148
Nerantzi, C. & Beckingham, S. (2015a) BYOD4L: Learning to use own smart devices for learning and teaching
through the 5C framework, in Middleton, A. (ed.) (2015): Smart learning: teaching and learning with
smartphones and tablets in post-compulsory education, pp. 108-126, Sheffield: MELSIG publication
Acknowledgements
BYOD4L artwork created by artist Ellie Livermore @ellielivermore
The SWOT analysis image can be found at
https://upload.wikimedia.org/wikipedia/commons/thumb/0/0b/SWOT_en.svg/1000px-SWOT_en.svg.png
> available under a creative commons licence