Based on these findings, they organized the new centre within the library, provided generic workshops for first-years, and collaborated with librarians on joint activities and curriculum development.
Learning Analytics and the Scholarship of Teaching and Learning - an obvious ...Blackboard APAC
The scholarship of teaching and learning (SoTL) essentially advocates for a research approach to be applied to the improvement of learning and teaching. It encourages teachers to reflect in a scholarly way on their teaching practice and at the more advanced level to undertake research on teaching practice and curriculum. Learning analytics has the potential to provide data on elements of the teaching process which have to date been difficult to measure particularly for the broader cohort of teachers.
This presentation will draw attention to the connection between SoTL and learning analytics and prompt participants to think about how learning analytics can be used in a wider context to contribute to changes in teaching design and practice.
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
Blending the Tutor Lounge: using Blackboard to develop tutors - Sonya McIlroy...Blackboard APAC
At Academic Colleges Group Tertiary & Careers (TCG), we recognise the importance of student-centred, innovative classes across a wide variety of vocational programmes. Therefore, there has been concerted effort put into providing engaging lessons in a blended environment.
This presentation will be of interest to those who are supporting tutors to deliver engaging lessons and implementing change in methodology to include technology in a face to face environment. During our session, we will unpack the threefold functions of the Tutor Lounge as described above, and share our experiences of tutor uptake. We will give participants the opportunity to see how we structured our development area in Blackboard, as well as ask questions and discuss strategies to overcome/implement possible issues.
TLC2016 - Online Results Entry using the Grade Journey ToolBlackboardEMEA
Presenters: Birthe Aagesen & Karen Louise Møller
Organisation: Faculty of Arts, Aarhus University
Description: Presentation session (45 min) with time for questions.
The presentation will address:
- An investigation of Blackboard Course Structures on the basis of a socio cultural perception of learning
- Application and evaluation of selected Blackboard Course Structures in courses at Aarhus University.
Learning Analytics and the Scholarship of Teaching and Learning - an obvious ...Blackboard APAC
The scholarship of teaching and learning (SoTL) essentially advocates for a research approach to be applied to the improvement of learning and teaching. It encourages teachers to reflect in a scholarly way on their teaching practice and at the more advanced level to undertake research on teaching practice and curriculum. Learning analytics has the potential to provide data on elements of the teaching process which have to date been difficult to measure particularly for the broader cohort of teachers.
This presentation will draw attention to the connection between SoTL and learning analytics and prompt participants to think about how learning analytics can be used in a wider context to contribute to changes in teaching design and practice.
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
Blending the Tutor Lounge: using Blackboard to develop tutors - Sonya McIlroy...Blackboard APAC
At Academic Colleges Group Tertiary & Careers (TCG), we recognise the importance of student-centred, innovative classes across a wide variety of vocational programmes. Therefore, there has been concerted effort put into providing engaging lessons in a blended environment.
This presentation will be of interest to those who are supporting tutors to deliver engaging lessons and implementing change in methodology to include technology in a face to face environment. During our session, we will unpack the threefold functions of the Tutor Lounge as described above, and share our experiences of tutor uptake. We will give participants the opportunity to see how we structured our development area in Blackboard, as well as ask questions and discuss strategies to overcome/implement possible issues.
TLC2016 - Online Results Entry using the Grade Journey ToolBlackboardEMEA
Presenters: Birthe Aagesen & Karen Louise Møller
Organisation: Faculty of Arts, Aarhus University
Description: Presentation session (45 min) with time for questions.
The presentation will address:
- An investigation of Blackboard Course Structures on the basis of a socio cultural perception of learning
- Application and evaluation of selected Blackboard Course Structures in courses at Aarhus University.
Educators: this is a graphic representation of key terms (terminology, methodology, concepts) related to course implementation created by professionals during a project-based learning (PBL) task in the CAE CI Winter 2015 class. (RDCZP – May, 2015)
TLC2016 - Data for Students - A student-centred approach to analytics in LearnBlackboardEMEA
Presenter: Ross Ward
Organisation: The University of Edinburgh
Description: Learning analytics is primarily focused on staff accessing student data to gauge performance, predict student outcomes, and make interventions where necessary. This session will provide an overview of the work that the University has done in researching and developing a bespoke learning analytics building block called, ‘Data for Students’ that allows students to access information about their course - using click counts and comparison of grades against the cohort. The session will report on the outputs of our initial pilot studies and feedback from staff and students who have used the tool.
Accessibility Webinar: Making Blackboard Modules and Content Accessible for AllBlackboardEMEA
To support the changes to Disabled Students’ Allowance (DSA) provision meaning English universities need to be ready and able to support learners by September 2016 this presentation provides an overview of inclusive classrooms and outlines the benefits and challenges faced in implementing them.
They will also help institutions towards achieving inclusivity and best practice for all learners through their online and face to face classrooms and provide a practical framework to:
• Assess their pedagogy
• Review their existing content
• Evaluate their institution's technology
http://webinars.blackboard.com/accessibility
What does good course design look like to you - Alex Wu, BlackboardBlackboard APAC
Course design is undoubtedly a critical element of any online or blended learning environment. As academics and instructional designers, we often associate course design with teaching and learning outcomes that are course- and program-specific and are aligned specifically to graduate attributes or goals. In this session, we will instead take a deconstructive approach to analyse each of the main tool groups within Blackboard Learn and Collaborate, and showcase some unique tool deployment use-cases from clients around the globe. We will also touch on using the same tools in research and grant management to discuss how both teaching and research departments could cross benefit from using the same platform within an institution.
TLC2016 - Turning Blackboard Learn into a Digital Examination Platform: lesso...BlackboardEMEA
Presenters: Walter Roosels & Geert De Schutter
Organisation: Universiteit Antwerpen voor Associatie Antwerpen
Description: Once your institution has decided to make a shift towards (more) online examinations, these are the most important aspects that have to been taken in consideration before 'shaping' the Digital Examination Platform:
-Benefits of digital examinations
-Organisation of digital examinations
-What testsoftware to use?
-Security
-Computer and examination infrastructure
-Teacher support
University of Antwerp shares her 8 years experience implimenting digital examinations, using an agile solution: Blackboard Learn & our own examination Building Block.
TLC2016 - Experiences and strategies used for implementing a portfolio didact...BlackboardEMEA
Presenters: Bo Lüders
Organisation: University College Southern Denmark (UC Syd)
Description: In this session we will present our experience with using Blackboard Portfolio on a fully 100 % online Teacher training education.
You will be introduced to how the portfolio became a key concept in the pedagogical thinking of the online course and how the portfolio gave educators a completely new and deeper insight in the learning of the students compared to students in traditional face-to-face education.
You will be given examples of the formative evaluation performed in the portfolio and will see examples of portfolios created by students. The portfolios will be in Danish but presenters will translate the structural elements so you can be inspired on the use of portfolios in Blackboard.
Educators: this is a graphic representation of key terms (terminology, methodology, concepts) related to course implementation created by professionals during a project-based learning (PBL) task in the CAE CI Winter 2015 class. (RDCZP – May, 2015)
TLC2016 - Data for Students - A student-centred approach to analytics in LearnBlackboardEMEA
Presenter: Ross Ward
Organisation: The University of Edinburgh
Description: Learning analytics is primarily focused on staff accessing student data to gauge performance, predict student outcomes, and make interventions where necessary. This session will provide an overview of the work that the University has done in researching and developing a bespoke learning analytics building block called, ‘Data for Students’ that allows students to access information about their course - using click counts and comparison of grades against the cohort. The session will report on the outputs of our initial pilot studies and feedback from staff and students who have used the tool.
Accessibility Webinar: Making Blackboard Modules and Content Accessible for AllBlackboardEMEA
To support the changes to Disabled Students’ Allowance (DSA) provision meaning English universities need to be ready and able to support learners by September 2016 this presentation provides an overview of inclusive classrooms and outlines the benefits and challenges faced in implementing them.
They will also help institutions towards achieving inclusivity and best practice for all learners through their online and face to face classrooms and provide a practical framework to:
• Assess their pedagogy
• Review their existing content
• Evaluate their institution's technology
http://webinars.blackboard.com/accessibility
What does good course design look like to you - Alex Wu, BlackboardBlackboard APAC
Course design is undoubtedly a critical element of any online or blended learning environment. As academics and instructional designers, we often associate course design with teaching and learning outcomes that are course- and program-specific and are aligned specifically to graduate attributes or goals. In this session, we will instead take a deconstructive approach to analyse each of the main tool groups within Blackboard Learn and Collaborate, and showcase some unique tool deployment use-cases from clients around the globe. We will also touch on using the same tools in research and grant management to discuss how both teaching and research departments could cross benefit from using the same platform within an institution.
TLC2016 - Turning Blackboard Learn into a Digital Examination Platform: lesso...BlackboardEMEA
Presenters: Walter Roosels & Geert De Schutter
Organisation: Universiteit Antwerpen voor Associatie Antwerpen
Description: Once your institution has decided to make a shift towards (more) online examinations, these are the most important aspects that have to been taken in consideration before 'shaping' the Digital Examination Platform:
-Benefits of digital examinations
-Organisation of digital examinations
-What testsoftware to use?
-Security
-Computer and examination infrastructure
-Teacher support
University of Antwerp shares her 8 years experience implimenting digital examinations, using an agile solution: Blackboard Learn & our own examination Building Block.
TLC2016 - Experiences and strategies used for implementing a portfolio didact...BlackboardEMEA
Presenters: Bo Lüders
Organisation: University College Southern Denmark (UC Syd)
Description: In this session we will present our experience with using Blackboard Portfolio on a fully 100 % online Teacher training education.
You will be introduced to how the portfolio became a key concept in the pedagogical thinking of the online course and how the portfolio gave educators a completely new and deeper insight in the learning of the students compared to students in traditional face-to-face education.
You will be given examples of the formative evaluation performed in the portfolio and will see examples of portfolios created by students. The portfolios will be in Danish but presenters will translate the structural elements so you can be inspired on the use of portfolios in Blackboard.
When Staff and Researchers Leave Their Host Institutionlisbk
Slides for a talk on "When Staff and Researchers Leave Their Host Institution" to be given by Brian Kelly, UKOLN at the LILAC 2013 conference at the University of Manchester on 25-27 March 2013.
See http://www.ukoln.ac.uk/web-focus/events/conferences/lilac-2013/
UC&R East Midlands event slides 8th June 2010 'New tricks? librarians teachin...marienicholson1
Slides from UC&R East Midlands Section event 'Skills for Success? Study skills in Higher Education' 8th June 2010 - 'New tricks? Librarians teaching study skills at Loughborough' Elizabeth Gadd
Building Sustainability into an EAP CoursePeter Levrai
This is the PPT for our BC webinar on 17th November 2017 for our ELTons award winning course for university students based on the UN's Sustainable Development Goals, Develop EAP. You can view the full webinar and PPT with hyperlinks here https://englishagenda.britishcouncil.org/continuing-professional-development/cpd-materials-writers/building-sustainability-eap-course
TESOL 2010, March 25, 7:30a.m.
questions: mcona@arlington.k12.va.us
Description:
Presenters share an online reflective practice group model that provides quality, sustained professional development for adult ESOL teachers through the asynchronous exploration of ideas and best practices. Presenters demonstrate the free Web tool they used and discuss issues surrounding online professional development and fostering program cohesion in practice.
Presentation from Open Educational Resources Day at Leeds Beckett University, June 2015, outlining how Skills@Library has used OERs to support its work with academic staff to embed academic skills development in the curriculum- sharing teaching resources and making online tutorials easily embedded.
Blended Learning, What's It Take? June 2014Rob Darrow
Blended learning elements and tools for teachers and administrators who want to implement blended learning. Includes iNACOL's six elements of blended learning. Presented at the Hybrid Learning Consortium, June 2014.
Beyond the "A" Word: Assessment that Empowers Faculty to Take Risks with Peda...Robert Kelly
Assessment doesn’t have to be a dirty word. This webinar, presented by AAC&U, provides practical techniques, strategies, and use cases that demonstrate an approach to assessing student learning that promotes innovation and enables creative practices for marrying teaching and learning with authentic assessment. Panelists will provide unique perspectives on how to engage faculty and students in the assessment process in meaningful ways, and outline their experiences across a wide range of institution types, learning environments, and disciplines.
LINQ 2015: A Teacher Cohort Model for Supporting Literacy Across DisciplinesISKME
This slide deck was created for an interactive workshop at LINQ 2015, and walks participants through ISKME’s OER model that supports cohorts of teachers in collaboratively creating cross-curricular lessons focused on building students’ literacy skills
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Wood - Collaboration and partnership: developing the Academic Skills Centre at the University of Birmingham
1. Collaboration and partnership:
developing the Academic
Skills Centre at the University
of Birmingham
Rachel Wood, Academic Skills Centre
March 2013
2. Background
Benchmarking
– Internal
– External
What we did based on the benchmarking
How we collaborated
How we see the future
3. Background
Pro-Vice Chancellor for Education review of
academic support for UGs
University-wide project (team included librarian)
– Implemented in March 2012
Centre was introduced in September 2012
– Supports mathematics, general academic
skills and writing.
4. Benchmarking: key questions
What does an ASC
look like?
What are we already
doing at UoB?
Where is the best
practice elsewhere?
What do we need to
do?
5. Benchmarking – Internal
Questioned 2 groups:
– Academics
– Central support services including library
Subject Advisors
Key question: what academic skills do you
provide?
6. Benchmarking – Internal academics
Varied, depending on subject
Overall, very good
Challenges: large class sizes, physical and
time resources
Good practice: embedding study skills into
curriculum, use of peer feedback
7. Benchmarking – Internal central
services
Central provision varied
All use blended approach
Challenges: academic buy-in, embedding into
curriculum
Good practice: IL in Dentistry
9. Benchmarking - External
Survey of other UK universities:
– Focussed on good practice in a variety of
other institutions
– Sample comprised of 17 institutions
(Russell Group and non-Russell Group)
10. Benchmarking - External
Survey was piloted with two Russell Group
institutions (big thanks to Leeds and Oxford!)
Used Survey Monkey ® software
In April and May 2012 a tailored e-mail was
sent to library or academic skills contacts
11. Benchmarking - External
8 non-Russell Group universities and 6
Russell Group universities responded.
The survey was followed up with six semi
structured telephone interviews.
12. Benchmarking - External
Embedding skills is key
Located with library service
Good provision of skills through websites
Scalability
Ownership – central vs. academic
Providers – academics, librarians
Resources
Evaluation of skills support
13. What we did next: organisation
Used results to draw up organisation
Advisory boards
New division to work alongside librarians
Academic Skills Centre
Skills Development Manager
Rachel Wood
Academic Skills Team
Projects Officer (Skills)
Michael Stanford
Writing Skills Advisor
Helen Cooper
Learning Skills Advisors
Stephen Griffin (p/t)
Beverley Maynard (p/t)
Michael Shoolbred (p/t)
14. What we did: identity
ASC became part of
Library Services
Located in Main
Library
New website with
course bookings
and online
resources
15.
16. What we did
Developed curriculum based on
external/internal best practice
Introduced generic workshops for 1st years:
learning in HE, writing, note taking and critical
reading
Collaborate with library staff to run joint
activities
17. What we didn’t expect to do!
Supported lots of 2nd and 3rd years
Re-wrote our administrative systems
18. Collaboration
Developed joined-up approach with:
– Librarians and other library staff re
Transition Review
– Academics to run sessions on our behalf
(academic writing) and their behalf (group
work)
– Joint Librarian/ASC sessions
19. Collaboration
Promote via various networks embedding
Information Literacy and Academic Skills for
enhancement – ie support/ development for
all.
20. Future
Review first year
Joint development of teaching resources with
librarians
Work with students for peer to peer learning
Embed in the curriculum
Focus on online delivery
21. Further information
https://intranet.birmingham.ac.uk/as/libraryservices/asc
Rachel Wood r.wood@bham.ac.uk
Editor's Notes
PVC recognised importance of locating ASC in library from first meeting .
Into curriculum is preferable (even though this approach is widely acknowledged to be more challenging) to an add-on service. More common for academics to include study skills in subject content in non-Russell Group institutions, with exception of Professional Skills Buy-in from academic departments was key in both Groups for pragmatic and financial reasons. Matching demand to central resources was problematic. No institution has successfully managed the gap between resources and demand; therefore provision continually reviewed. High quality web materials for self-directed learning have potential to be crucial mitigating factor.
Transition Review was a process by which ALL 1 st years met with their personal tutor to discuss how they have made the transition from 6 th form to HE.