Enhancing your unit – Take your unit beyond the basics.
Dave Hunt and Debbie Holley share ideas, good practice and examples from across the faculty and beyond
The document discusses best practices for instructional design for online learning. It defines instructional design as a systematic process for developing effective instructional materials that considers outcomes, assessment, learners, strategies, and media/technology. It provides 10 best practices for instructional design including: 1) creating an instructional design plan, 2) analyzing learners, 3) getting the right mix of synchronous/asynchronous and independent/group learning, 4) using learning outcomes, 5) sequencing content appropriately, 6) pacing the course, 7) designing engaging activities, 8) building appropriate assessment, 9) using appropriate media types, and 10) writing and designing for the online medium.
Here are the key aspects of perceiving and processing according to the 4-MAT system:
Perceiving:
- Sensing/Feeling: Taking in information directly through the senses and feelings
- Thinking: Thinking about and conceptualizing experiences in a more abstract, logical way
Processing:
- Reflecting: Reflecting on and integrating new information or experiences
- Acting: Taking action and applying new learning in practical, hands-on ways
The 4-MAT system proposes that all learners cycle through these four stages - sensing/feeling, thinking, reflecting, and acting - to fully learn and internalize new information. By addressing each of the four stages, instruction can be designed to engage all
Strategies and Tips for Engaging Today’s StudentsCengage Learning
Presented by: Pat Galitz, Business Administration faculty member at Southeast Community College
View our one-hour webinar with Pat Galitz as she shares strategies and tips for teaching online discussion–based courses. You’ll see examples of activities and assignments that really work in the online environment as well as innovative techniques for getting students engaged in your online course. We will show you various resources and tools that you can use including examples from 4LTR Press, a student-tested, faculty approved solution from Cengage Learning.
Nursing Professional Development on Mobile Learning and MicrolearningPeggy Semingson
Peggy Semingson discussed mobile learning and microlearning strategies for student engagement. Mobile learning uses portable devices and wireless networks to allow teaching and learning to extend beyond the classroom. Microlearning involves short bursts of information followed by opportunities for interaction. Semingson provided examples of creating short podcasts, videos, and other mobile-friendly content to supplement traditional lectures. She also discussed tools for creating and assessing microlearning content and solicited ideas from participants on how to apply these strategies in their own teaching.
The document discusses strategies for delivering certificate III and IV fitness courses using blended learning. It proposes delivering theoretical components online through tools like videos, audio podcasts, and discussion forums, while keeping practical skills face-to-face. This allows students to review material if they miss classes. The document also discusses catering to different learning styles, with discussion forums appealing to active learners and videos/podcasts suiting reflective learners. The role of the presenter is to provide quality online materials and support to students.
The document discusses strategies for delivering certificate III and IV fitness courses using blended learning. It proposes delivering theoretical components online through tools like videos, audio podcasts, and discussion forums, while keeping practical skills face-to-face. This allows students to review material if they miss classes. The document also discusses catering to different learning styles, with discussion forums appealing to active learners and videos/podcasts suiting reflective learners. The role of the presenter is to provide quality online materials and support to students.
Pennsylvania State System of Higher Education Virtual Conference, February 16, 2016
Kim Kenward, Justin Melick and Rosemary Cleveland
Our conference presentation will help faculty and instructional designers identify technology resources and assignment design considerations for supporting online student presentations. This session will also provide information on the role of student project partners to facilitate student engagement opportunities for peer review, feedback and building online community.
Ways to use online courses & the web in education and communication; an overview by O'Connor in 2006 (to Moscow State University via a virtual conference)
This document provides an overview of HyFlex teaching and learning at Middlesex Community College. It discusses preparing for HyFlex instruction, supporting faculty and students, HyFlex teaching scenarios, and HyFlex classroom technology. The document outlines the three modes of HyFlex instruction - face-to-face, synchronous online, and asynchronous online. It also provides tips for structuring a HyFlex course in Blackboard and setting student expectations for the classroom environment. Faculty support resources are highlighted, including instructional design support and technology support. HyFlex teaching scenarios are demonstrated, such as sharing slides, videos, annotations, and facilitating class discussions. An overview of the classroom technology concludes the document.
Interactive webinar suggestions and guidanceBecky Russell
The document provides guidance for facilitators of CSL In Session classes. It emphasizes that these classes are interactive and aim to have participants learn from each other in addition to the presented content. Facilitators are advised to present digestible content and facilitate engaging discussions among participants. They should prepare thought-provoking questions, ensure participants have distinct takeaways they can apply, and structure classes to include both content presentation and interactive discussions. A variety of tools are suggested to promote interaction, such as using the chat feature, whiteboard, and polls.
This document provides an overview and agenda for an introductory training on teaching web classes using an LMS (Learning Management System) and Adobe Connect. It introduces the key technologies and tools, including how to use the various pods in Adobe Connect for sharing content, polling students, taking notes, and using breakout rooms. Tips are provided on troubleshooting issues, using the technologies, and best practices for engaging students online. Additional training is available upon request.
This document discusses using technology in training. It covers choosing the appropriate technology based on training needs, and introduces tools like PowerPoint, webinars, and screencasting. It provides tips for using technology effectively and considerations for equipment, environment, and audiences. Examples are given of how to structure PowerPoint slides and create video tutorials using screencasting software.
The document provides an overview of facilitating online teaching and learning. It discusses synchronous and asynchronous learning, the role of the facilitator in online discussions, and different tools that can be used to engage learners such as Kahoot, polling, brainstorming, and virtual classrooms. The facilitator's role is to promote interaction between learners, provide guidance and feedback, and ensure learners are applying the content through activities.
Engagement in Online and Blended Learning EnvironmentsLesley Reilly
This presentation highlights tools and techniques that can be used by course facilitators and course developers to provide learners with more effective and engaging learning experiences.]
7 Things You Need to Know About Recorded LecturesRichard Berg
1. Camtasia is software used to record screen actions and narrate presentations. Instructors at UW-Stout use Camtasia to create video lectures and tutorials. A quiet room is available for recording.
2. Several instructors from different departments like Education, Chemistry, Physics, and Biology use Camtasia to create video content for their online and face-to-face courses.
3. Recorded lectures can be broken into smaller chunks and include captions for accessibility. Student surveys showed positive responses to the use of recorded lectures.
Putting it all Together: Designing a Great BlackBoard CourseStaci Trekles
This session will help you go from start to finish in building an efficient, effective, and engaging course using BlackBoard Learn. This includes learning all about the new features available in BlackBoard starting this May!
This document provides an agenda and notes for an ICT learning course. It includes:
- A reminder to email about marking requests and read assigned materials.
- An invitation to demonstrate an ICT tool and revisit the course goals.
- Feedback on the previous week's blog posts and exploring example ICT tools.
- Information on using tools like SlideShare, Prezi, and Glogster for presentations.
- Guidance on copyright and selecting a presentation tool for further exploration.
- Overviews of animation/simulation tools and learning objects to support teaching.
- Examples of specific tools like Scribble Maps and Bubblus for concept mapping.
- Suggestions for incorporating
The document discusses hybrid and online courses, providing pros and cons of each approach. It addresses topics like course structure, collaboration tools, testing considerations, and the process for getting hybrid and online course proposals approved. Faculty are provided guidance on tasks like creating looped assignments, groups, and quizzes as well as amending syllabi to meet distance learning requirements.
Interactive webinar suggestions and guidanceBecky Russell
The document provides guidance for facilitators of CSL In Session classes. It emphasizes that these classes are interactive and aim to have participants learn from each other in addition to the presented content. Facilitators are advised to present digestible content and facilitate engaging discussions among participants. They should also ensure participants leave with immediately applicable takeaways. The document offers tips for preparing, such as framing the session around problem-centered adult learning and developing thought-provoking discussion questions. It also provides guidance on structuring the class flow and leveraging online tools to maximize participation and interaction.
Authentic Assessment - USC and BU30 May 2024 public opt (1).pptxdebbieholley1
Principles of good assessment and feedback apply across learning contexts, and this session will explore the ways in which we can consider teaching, learning and assessment in an era of generative AI. Drawing upon the ideas of Education 4.0, what is fit for purpose in the 21C Academy as we face huge pressures from the student body for more customisation and personalisation of education?
Evidencing Excellence in teaching, learning and assessmentdebbieholley1
The third is a series of keynote talks as adjunct Professor visiting the University of the Sunshine Coast.
With thanks to Anita Jones, General manager, CSALT USC for co-presenting
Evidencing Excellence for Fellowships: AdvanceHE, the awarding body, have recently updated the criteria for fellowships at all levels. This interactive session will highlight the main differences in approach, and offer suggestions and ideas for staff seeking to apply for Fellowships. There will be lots of time for discussion and questions.
Visualisation and Simulation for teaching, learning and assessmentdebbieholley1
Session two of a series of keynotes talks at the University of the Sunshine Coast
Visualisation and Simulation:
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” State of XR and Immersive Learning Outlook Report (2021 p 21)
Debbie contributed to the Delphi study above, , and to the updated with findings due this June. This session will consider the opportunities afforded by Visualisation and Simulation; and discuss ways in which educators can draw upon both lo-tec and hi-tech solutions in a range of disciplinary contexts; and consider what digital futures may offer us as educators, as well as those we educate, our students.
Building digital capability across the university sectordebbieholley1
Session one in a series of keynotes as adjunct Professor visiting the University of the Sunshine Coast
Debbie worked with the team t embedding a new Virtual Learning Environment (D2L:Brightspace) and will share some of the pedagogic strategies that underpinned our digital transformation work. A case study of our recent curriculum development work in Nursing will be shared, this saw the UK JISC Digital Capability Framework mapped across the three-year undergraduate BSc Nursing Sciences, the first Nursing School in the UK to map these. A curriculum development workshop on how this was accomplished drawing upon staff, students and experts is available during her visit.
Spaghetti Symphony to Technology Harmonydebbieholley1
Introducing Prof Ed McFly our personalised Artificial Intelligence Maestro. AI BOTS, underpinned by Machine Learning algorithms are reported as the future in sectors from engineering to health to education. Market analysts predict the global market of $12billion (2023) will grow by 470% within five years to an incredible $72 billion, transforming the way in which we seek and access new ways of working and learning.
However, challenges of trust, confidence, competence, and communication remain.
A Masters Unit, “Global Innovation Management” scaffolded the learning experiences of 157 students from hands-on team building of spaghetti tower to developing their own innovative AI Avatar videos, guided by Prof Ed McFly. Regarding Professor Ed McFly's existence, 46.3% believed and 20.9% were uncertain. Students expressed enthusiasm, describing AI as impactful, innovative, and beneficial for future careers. Positive feedback on the AI seminar emphasised satisfaction, engagement, and educational value. Recommendations include further AI integration into teaching, allocating more exploration time, addressing concerns, enabling more collaboration, exploring diverse AI applications, and continuous improvement.
Despite mixed sentiments, the positive feedback indicates AI's potential to significantly enhance learning experience. As we share our resource bank, participants will follow in the footsteps of our students as they, and we, explore AI.
Student reboot 4.0: the affordances of their Brave New Worlddebbieholley1
Join us for a session which reimagines the student experience through the lens of innovation, technological empowerment and inclusivity. Higher Education has accelerated the move towards Education 4.0, a technologically fueled, student centric model that promotes flexible learning paths and focuses on knowledge/skill requirements of the industry (FICCI and EY Vision 2040). In ‘Brave New World’ Aldous Huxley sets out a dystopian futuristic world state anticipating huge scientific advancements. This draws parallels with the citizens (our learners) being environmentally engineered into an intelligence based social hierarchy through existing tools and approaches; an alternative, we argue is to empower learners, (re)locating and positioned them at centre of educational programs. Opportunities afforded by travel frame the student ability to create a strong impression at interview. Research shows that marginalised /excluded groups can be disadvantaged by this lack when seeking graduate employment. Can technology assist our learners in building resilience, social capital and a pathway to success? We will:
Explore the student journeys of Shahida (a medical student) and Kevin (an art student) as they seek to build their portfolios by travel; participants will help to select their final destinations
Consider the challenges of ‘real’ and ‘virtual’ travels in building confidence and social capital
Co-create of a padlet to share ideas about technologies and the ways in which these may empower or disempower our learner of the future.
Valuing the invisible: metrics and meaningdebbieholley1
There is always a 'But'. With ownership of knowledge is no longer a University prerogative:, how can Universities demonstrate their value and value(s)? This question is explored through the lens of how we support students and their learning. With investment in sophisticated learner analytic packers to track, monitor and identify patterns of usage as students access our VLEs, how are we making meaning from the metrics? This talk sets out to take a student perspective on this hotly contested debate.
Towards a taxonomy of scale: a sustainable approachdebbieholley1
Background:
Taking simulation from concept through to scalable delivery is complex, contested and an under-theorised process. The traditional approaches to scaling innovations, proposed by Everett Rogers in the 1960s is the notion of diffusion of innovation; we argue that this is of limited use in our context of working with NHS health professionals supporting their learning post-covid. Our approach to scaling draws the upon the well-tested seminal works on taxonomies by Coburn (2003) [1] and her dimensional framework, Dede et al (2007) [2], with their educational scaling model, plus the systematic review of Greenhalgh et al (2004) [3] in health services.
Method
By considering the ways in which our eight Health Education England (HEE) simulation projects have been delivered, this work presents an emerging framework, designed to enable the orchestration of team discourse about theory, the production of simulation artefacts as tools for design discourse and the identification of scalable systemic pain points. We pay particular attention to scaling innovations in practice and organisational change, which are in our view enabling factors in the sustainable adoption of learning technologies by end users in the workplace.
Findings
Successful scaling is more than just being about the number of users we can reach. It requires underpinning by an understanding about the changes in practice an innovation can bring about, and how valuable these changes are to stakeholders. Challenges remain as to whether such changes can be sustained over time, and the extent to which users and stakeholders are involved in co-creating the innovation. Individuals within the organisations – and their attitudes, beliefs, and habits – play an equally important role in exploring new technologies and practices with an open mind and perceiving these as an added value in their work environment and daily routines.
Conclusion
This work illustrates the need to strategically involve the ‘missing middle’ and starts to identify the key role these people play in that space between where scaling factors reside between top-down strategy and bottom-up initiatives.
References:
[1] Coburn CE. Rethinking scale: Moving beyond numbers to deep and lasting change. Educational researcher. 2003 Aug;32(6):3-12.
[2] Dede CH, Rockman S, Knox A. Lessons learned from studying how innovations can achieve scale. Threshold. 2007;5(1):4-10.
[3] Greenhalgh T, Robert G, Macfarlane F, Bate P, Kyriakidou O. Diffusion of innovations in service organizations: systematic review and recommendations. The milbank quarterly. 2004 Dec;82(4):581-629.
The Brave New World of the University of Bedfordshire (v4.0) debbieholley1
Education 4.0 is conceptualised as a set of choices through a lifelong pathway whereby learners have ownership and control of their studies, as they weave seamlessly between education and employment. (FICCI and EY Vision 2040). With the learner firmly placed at the centre of educational programs, instructional approaches, learning experiences and academic support strategies that are aligned to the learner’s distinct needs, aspirations and interests, what are the opportunities and challenges for a redefinition of the education ecosystem? Will we launch the ‘Brave New World’ of Aldous Huxley (1932), set out in his dystopian futuristic world state novel which anticipated huge scientific advancements, with citizens being environmentally engineered into an intelligence based social hierarchy? or will we draw upon technologies to enrich the student learning experience by focusing on employability and providing opportunities for research excellence? Responding to the evolving student needs coupled with rapidly changing industry demands, HEIs now have a greater onus to develop an ecosystem that will provide a high-quality educational experience.
Link to BOT:
https://youtu.be/eqFzfa11_aU
Please contact Debbie for full slide deck.
Creating authentic learning environments: An evaluation of Godzilla (II) the...debbieholley1
OMG Godzilla II is the second outing for Godzilla, a film prehistoric reptilian monster awakened and empowered by nuclear radiation. Drawing upon the imaginary scenario of the creature arriving in Dorset, creating panic and havoc and needing the emergency services to deal with the aftermath, this Pecha Kucha presentation will demonstrate the operationalisation of events as we put first and third year Paramedic Science students though a casualty prioritisation and treatment set of scenarios. Godzilla wreaked havoc yet again upon the estates of BU, in facilitating this immersive experience we exploited our student’s sensory boundaries, in the austere learning environment of an underground car park.
Directing staff and volunteers steered the vision and collective response to the multifaceted tasks presented to our students. The resulting exercise enabled a holistic evaluation of risk assessment, whilst in play as students demonstrated their thinking through structured feedback of their clinical treatment and decision making, of scalable multiple patient scenarios, on a platform that allowed our students to demonstrate praxis.
50 students across our UG programme tackled aftermath of the mythical beast’s anti-social and terribly inconvenient behaviour. OMG Godzilla II and our wider simulation programme blend theory through an innovative and disruptive paradigm. The team informed our pedagogic approach from lessons recognised appraised from previous student feedback and our professional networks and experience. This fresh approach structured multiple iterations of timed simulation, as a conduit to enhancing our student’s experience. This succinct review will demonstrate how our design and development process structured achievable solutions, for this complex educational practice, and thus we argue; our pedagogy is an evolving conduit for the advancement of knowledge, addressing a multi-faceted and complex simulation – a hi-fidelity major incident.
Tech Chat: technology mediated learning
In an institution where we place a huge value on our ‘campus premium’ changing our teaching spaces with the investment in the Bournemouth Gateway Building has created buzz and excitement. Enhancing the student experience and building staff confidence to ‘blend’ the best of face-to-face and online delivery is at the heart of the Tech Chat series. Designed as a collaboration between FLIE expert practice and Faculty digital pedagogic expertise, the Tech Chat hosts live discussions; shares good pedagogic design; shows ‘how to’ work with a range of online learning tools; offers immediate demonstrations ‘in situ’; promotes the FLIE digital pedagogy framework and offers staff a ‘safe space’ to practice in and most importantly, to build confidence.
Coming out of Covid, in the Faculty of Health and Social Sciences our technology/pedagogic response has been underpinned by the humansing values of Todres et al (2009); building value-based communities of practice (Holley et al (2021) and Vygotsky’s (1978) conceptualisation of the Zone of Proximal Development. Vygotsky’s ideas support socially constructed learning, especially when mediated by technology. We were influenced by Cook (2010) who proposed an extension of Vygotsky's concepts to explain how learners collaborate, using tools to mediate learning (mobile phones, augmented reality, language). This approach underpinned the technology-mediated problem solving where learners (in this case staff) participated in new contexts for learning.
This presentation will showcase some best practice examples of the new contexts for learning.
References:
Cook, J. (2010) ‘Mobile phones as mediating tools within augmented contexts for development’, International Journal of Mobile and Blended Learning,2(3), pp.1-12.https://doi.org/10.4018/jmbl.2010070101.
Holley, D., Quinney, A. and Moran, J. (2021) “Building a values-based community of practice in Nursing Sciences during the Covid-19 pandemic ”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.745.
Todres, L., Galvin, K.T. and Holloway, I., 2009. The humanization of healthcare: A value framework for qualitative research. International Journal of Qualitative Studies on Health and well-being, 4(2), pp.68-77.
Vygotsky, L. (1978). Mind in Society. In: Cole, M., (Ed.) The development of higher psychological processes. Cambridge MA: Harvard University Press.
This document discusses various approaches to creating a culture of learning used in a nursing department. These approaches include Lego Serious Play, open letters to policymakers, cinenurducation which is creating educational movies, dual coding which is writing in pictures, and bite size learning. Other initiatives discussed are using teddy bears in children's nursing, AI bots as teaching tools, 360 filming with nursing students, checklists to support literature reviews, walking seminars, using storyboards and collages to solve problems, and exploring the impact of drugs. The document provides references to support the different discussed approaches.
Why students engage in simulation and how it prepares them for workdebbieholley1
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” (Lee et al 2021).
Employers seek graduates who can demonstrate attributes that organisations require to operate successfully and develop in the future. As students transition out of HE, they should have the ‘abilities and capabilities to maintain employment’ (Asiri et al, 2017 p2). The Jisc Student Experience Report (2022) identified that 43% of students did not perceive their learning materials to be engaging or motivating. Immersive technology and simulation may offer the solution to this disconnect. In health sciences (HEE 2020), simulation is an established signature pedagogy and is being increasingly developed for use in other disciplines such as a business and psychology.
Simulations can be designed for cognitive absorption, the psychological concept of flow and deep absorption in learning, proposed by the Open University (2021). Premised on the innovation of best learning moments the student tasks in these case studies are designed to engender deep involvement, through memorable learning activities. Signature pedagogies (Thompson et at 2012) for professions can provide a means for institutions to achieve the requirements of OfS’s B3 (2022) which values the links between the provider and the employer.
Learning Developers have a pivotal part to play operationalising B3 for their institutions and our workshop invites participants to experience three different types of simulation, a) a business game, b) a mass casualty evacuation and c) embodiment as part of the psychology research unit. Participants will be encouraged to explore the factors that support the successful deployment of these technologies and to share and plan how to deploy these and other technologies in their own contexts.
A manifesto for the metaverse: opportunities and challenges for learning deve...debbieholley1
ALDinHe workshop
Drawing upon a section of the co-created Learning Development (LD) Manifesto, in this workshop we invite participants to come and be creative – and imagine beyond what LDs do now into what LDs may do in the future, inspired by the metaverse. The metaverse is a science fiction hypothetical iteration from the book ‘Snow Crash’ (Stephenson 1992) set in a near future where the global political structure has collapsed (!), a tiny number of super-corporations control most aspects of life, and the rich spend their time in the metaverse.
Today the metaverse is the Facebook owned platform Meta, which Mark Zuckerberg explains as “an embodied internet where you’re in the experience, not just looking at it”. Rather than our current 2D, screen-based internet, the metaverse will be a 3D virtual space, accessed by either a VR headset or AR (augmented reality) glasses, which superimpose a layer of digital information on top of the visible world. What impact might this have on LD practices, knowledge and beliefs? The metaverse is highly contentious and we invite LDs to take the challenge, look to possible futures and its potential value to the sector. Will it promote and enhance equality, diversity and inclusion?
We will invite participants (who will work in teams) to co-create a #Take5 blogpost with us from our mapping and debates
No technology needed for the session, and no previous knowledge of the metaverse
===our manifesto===
What does Learning Development do?
It contextualises, embeds and maps knowledge, and contributes to learning gain
It teaches how to learn and scaffolds learning
It widens opportunity, not participation; it can trouble what we mean by participation
It infiltrates throughout the university and operates in a 3rd space, connecting and
collaborating with the wider community
It works with the hidden curriculum
It legitimises the different forms of knowledge our students have
It levels the playing field and widens the academy
This document discusses requirements for two teaching recognition awards: the Principal Fellowship of the Higher Education Academy (PFHEA) and National Teaching Fellowship (NTF).
It provides an overview of the evidence needed for each award, including demonstrating strategic leadership and commitment to enhancing student learning for the PFHEA, and individual excellence, raising teaching profiles, and developing excellence for the NTF.
The document also shares examples of evidence that supported applications for these awards, such as impact of strategies to reduce student disadvantage, use of technology enhancing experience, and disseminating best practices. It prompts discussion of aspects of others' teaching practice that could provide award-worthy evidence.
Why students engage in simulation and how it prepares them for workdebbieholley1
ALDinHE workshop
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” (Lee et al 2021).
Employers seek graduates who can demonstrate attributes that organisations require to operate successfully and develop in the future. As students transition out of HE, they should have the ‘abilities and capabilities to maintain employment’ (Asiri et al, 2017 p2). The Jisc Student Experience Report (2022) identified that 43% of students did not perceive their learning materials to be engaging or motivating. Immersive technology and simulation may offer the solution to this disconnect. In health sciences (HEE 2020), simulation is an established signature pedagogy and is being increasingly developed for use in other disciplines such as a business and psychology.
Simulations can be designed for cognitive absorption, the psychological concept of flow and deep absorption in learning, proposed by the Open University (2021). Premised on the innovation of best learning moments the student tasks in these case studies are designed to engender deep involvement, through memorable learning activities. Signature pedagogies (Thompson et at 2012) for professions can provide a means for institutions to achieve the requirements of OfS’s B3 (2022) which values the links between the provider and the employer.
Learning Developers have a pivotal part to play operationalising B3 for their institutions and our workshop invites participants to experience three different types of simulation, a) a business game, b) a mass casualty evacuation and c) embodiment as part of the psychology research unit. Participants will be encouraged to explore the factors that support the successful deployment of these technologies and to share and plan how to deploy these and other technologies in their own contexts.
Simulation theory briefing paper (ALDinHE Conference 2023) debbieholley1
Simulation Theory Briefing paper: ‘best learning moments’, ‘flow’, ‘cognitive absorption’ and the ‘Zone of Professional Development’ to accompany the ALDinHE conference 2023 workshop ‘Why students engage in simulation and how it prepares them for work’, 13 June 2023.
*Dr Ben Goldsmith, (FLIE) Dr David Biggins (BuBS), Professor Debbie Holley (FHSS)
Technostress and the student experiencedebbieholley1
Internal webinar to support new academic writers
Debbie Holley shares her and David Biggins work on learning design and student 'technostress' which challenges our assumptions about the online spaces students choose to learn - especially in regard to Virtual Learning Environments. What do they prefer and how can we help them? This talk will offers insights into accessing and interpreting data in ways that are more useful for academics, learning developers, and learning designers, and suggests ways in which we can effectively frame student support by putting the ‘real’ student experience at the centre of our practice.
Original citation
Biggins, D and Holley, D. (2023). Designing for student wellbeing: Challenging assumptions about where our students learn. Journal of Learning Development in Higher Education. https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/938
Harnessing the Blend: Creating authentic learning experiencesdebbieholley1
Keynote IGPP Online Conference
Assessing the benefits of Blended Learning in Higher Education.
Recent research from the Office for Students (OfS) highlighted the positive aspects of blended learning in higher education. In their 2022 report, OfS stated 79% of UK university students were satisfied with blended learning. Furthermore, the combination of in-person and online teaching and learning in higher education enables flexibility in physical attendance and allows greater accessibility for students. This supports students who have caring responsibilities and those in need of reasonable adjustments where exclusive physical or virtual attendance may adversely impact them. Blended learning has been further identified as a new way of bridging the gap in the higher education system by engaging better with underrepresented students.
However, OfS found that 1 in 5 students in 2022 reported dissatisfaction with blended learning. One reason for dissatisfaction is the worry of ‘content overload’ on some courses where some students reported receiving more content online than is manageable within the working week. The overloading risks reduction in course quality and student satisfaction that should be at the heart of students journeys in higher education. This highlights the need for conversations around blended learning to understand the ways it can be improved to better support both staff and students.
Assessing the Benefits of Blended Learning in Higher Education brings together key stakeholders in higher education to learn how to deliver blended learning to maximise the benefit for students and staff and create a more productive, inclusive, and fair environment.
A keynote comprising a discussion of aspects of the metaverse by exploring concepts through metaphor.
Key References:
Ball, M., 2022. The metaverse: and how it will revolutionize everything. Liveright Publishing.
McKinsey and Company. (2021). Defining the skills citizens will need in the future world of work Available at: https://www.mckinsey.com/industries/public-and-social-sector/our-insights/defining-the-skills-citizens-will-need-in-the-future-world-of-work
Metaverse https://mvs.org/
State of XR and Immersive Learning: https://immersivelrn.org/pages/state-of-xr-immersive-learning
Stephenson, N., 2003. Snow crash: A novel. Spectra.
How to Empty a One2Many Field in Odoo 17Celine George
This slide discusses how to delete or clear records in an Odoo 17 one2many field. We'll achieve this by adding a button named "Delete Records." Clicking this button will delete all associated one2many records.
This presentation was provided by Shaina Lange of Kidney News, and Dianndra Roberts of the Royal College of Psychiatrists (RCPsych), for the fifth session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Five: 'DEIA in Peer Review,' was held July 11, 2024.
View Inheritance in Odoo 17 - Odoo 17 SlidesCeline George
Odoo is a customizable ERP software. In odoo we can do different customizations on functionalities or appearance. There are different view types in odoo like form, tree, kanban and search. It is also possible to change an existing view in odoo; it is called view inheritance. This slide will show how to inherit an existing view in Odoo 17.
Postal Advocate manages the mailing and shipping spends for some of the largest organizations in North America. At this session, we discussed the USPS® July 2024 rate change. Postal Advocate shared all the important information you need to know for this coming rate change that goes into effect on Sunday, July 14, 2024.
We Covered:
-What rates are changing
-How this impacts you
-What you need to do
-Savings tips
Benchmarking Sustainability: Neurosciences and AI Tech Research in Macau - Ke...Alvaro Barbosa
In this talk we will review recent research work carried out at the University of Saint Joseph and its partners in Macao. The focus of this research is in application of Artificial Intelligence and neuro sensing technology in the development of new ways to engage with brands and consumers from a business and design perspective. In addition we will review how these technologies impact resilience and how the University benchmarks these results against global standards in Sustainable Development.
PRESS RELEASE - UNIVERSITY OF GHANA, JULY 16, 2024.pdfnservice241
The University of Ghana has launched a new vision and strategic plan, which will focus on transforming lives and societies through unparalleled scholarship, innovation, and result-oriented discoveries.
Odoo 17 Events - Attendees List ScanningCeline George
Use the attendee list QR codes to register attendees quickly. Each attendee will have a QR code, which we can easily scan to register for an event. You will get the attendee list from the “Attendees” menu under “Reporting” menu.
How To Sell Hamster Kombat Coin In Pre-marketSikandar Ali
How To Sell Hamster Kombat Coin In Pre Market
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2. Context
Consistency of the
student learning
experience
Enhance the quality
of teaching delivery
and assessment
Promote staff digital
literacy
Brightspace with
associated digital
tools
Increase the
opportunity for
students to enhance
their digital skills
Active engagement
with digital learning
tools in their unit
3. Reminder! Building Out Your Units
Add unit handbook and assignment brief
Copying content
Add an introductory Video Note
Use an html template
Look at date restrictions / creating checklist
Make the default Discussion live – ideas on how to get
engagement with it
Making use of the Intelligent Agents to monitor engagement
– how to make live
4. What students think staff need to do
Expectations. Set clear expectations at the start of the course
Quality. ‘take action against poorly designed assignments and bad demonstrators and
lecturers’
Skills. More confident in using technology
Support and understanding. Need to be better at supporting and communicating with
students. ‘Regular 1-to-1 support’. ‘Check in on each person, their well-being and work
load’. ‘Understand that not all of us work at the same rate/retain information at the
same time’, ‘Be aware that some students have familial or other responsibilities away
from the course and this makes it more challenging’. Support for group-based activities
Build relationships. ‘so many [staff] seem so unapproachable - focus on lecture job not
just be there for the pay check’. ‘I would find it helpful if lecturers took the time to get
to know students’
Student contribution. Staff do not take into account the valuable knowledge that
students can offer
Recognition. More recognition of good student performance
Responsiveness. Respond quickly to student requests
Link to research: Holley and Biggins (2021)
5. In Todays Session: Enhancing your unit
Digital badges
Mentimeter
Padlet
Quizzes
Panopto
Discussions
Video Note
6. Digital badges
Lots of evidence about how digital badges can motivate learners
These have been used to 'badge' meaningful micro credentials & recognition schemes
Listen to leader Dr Doug Belshaws podcast
Need careful consideration and design
Use sparingly!
Brightspace Link here
Example from Association of learning technologists - I used some of these to build my
professional accreditation
7. Mentimeter
Mentimeter is available to staff and students, you can setup an account using your BU email address
Mentimeter is an online polling tool which can add an interactive element to a lecture, presentation or
recorded session.
Question types include Multiple Choice, Ranking, Scales, Word Cloud and Open Ended, among others
Mentimeter is all online and uses a bring-your-own-device approach.
Mentimeter is completely anonymous – the anonymity can sometimes encourage quieter students to answer
Get an overview of where your group might be struggling, or common misconceptions
Do the whole presentation in Mentimeter (talk to anyone on IPL unit last year)
Mentimeter research articles collated
Demonstration
Using Mentimeter
8. Padlet for formative and summative, F2F
and online
Staff can login to Padlet at https://bu.padlet.org/ and click Log in
with Microsoft.
Collaborative class and group activities
Synchronous / asynchronous
Anonymous by default
Students can create a Padlet account by going
to https://padlet.com/ , clicking Log in and then Log in with
Microsoft.
https://bu.padlet.org/dhunt35/9r208n9kn939e3z3
10. MCQs for
formative
and
summative
(see ref list
on how to
write good
ones!)
Brightspace quiz tool
Multiple question types
Auto-grading (MCQ & multi-select)
Question library and sections
Randomization of questions
Feedback options
11. Panopto
Panopto is an easy to use desktop and lecture
recording tool and video hosting platform.
Whether you wish to record lectures, perhaps for
students to access during revision or to create bite
size recordings to create a learning module for a
topic, Panopto allows you to capture your screen
along with video and audio and then make the
recording available within Brightspace for your
students to view, all in a few simple steps.
Key features of Panopto include:
Existing video content is streamed so that it can
be played back instantly online
Can be viewed and uploaded from mobile devices
Pre-recorded video files can be easily uploaded
Video content can be edited online via a browser
Flexible video sharing and permission
management
Captured PowerPoint slides automatically create
an in-built video navigation menu
Analytics show how video is being viewed
Search functionality is able to locate content that
is spoken or displayed as text during recordings.
12. Discussions
The Discussions tool provides an area for
collaboration allowing learners to post, read, and
reply to messages on different topics, share thoughts
about course materials, ask questions, share files, or
work with your peers on assignments.
Use the Discussions Tool in your unit to:
Encourage users to share thoughts on course material
with their peers
Set up forums for users to ask questions
Pose a question for the class to debate
Discuss the answers to an assignment
Create forums for groups to work on group
assignments
Take a look at the following video from Dr. Anne Luce
demonstrating Discussion Boards in action: Ann gets
100% student satisfaction on her unit, all discourse
based
https://www.youtube.com/watch?v=Teira769Gj4
13. Video Note
Video Note allows you and your students to record and
embed videos of up to 30 minutes within Brightspace units.
Video Notes can be embedded within Announcements,
Content pages and Discussion Boards. They can also be used
to provide short video feedback on Assignments.
Video Notes are a great way to connect with your students,
particularly in between face to face sessions and at distance.
They may be used to deliver a quick welcome to your unit and
also to frame particular activities.
Using a quick video note (3-5 mins to welcome your students,
to update them or add additional information as your uit
develops
To record a Video Note you will need a webcam and a
microphone. Most webcam cams will have a built in
microphone and most laptops already have built cameras and
webcams.
https://brightspace.bournemouth.ac.uk/d2l/le/content/18315/v
iewContent/725216/View
14. • Powerpoint karoke – students prepare
short story using images, then another
group interprets
• Pairs work – students can chat to each
other by mobile, especially if wifi flaky
• Lots ideas ALT community resources
• I love jamboards Maha shared this at
an online conference Maha Bali is an
Associate Professor of Practice at the
Center for Learning and Teaching at
the American University in Cairo, Egypt
Pushing boundaries?
15. Further Resources
• Further guidance on using Brightspace can be
found in the Brightspace Staff Resources area
• FLIEFlix 'boxsets'
• Digital Pedagogies Framework
• Faculty Learning Technologist
16. References
Ashwin, P., 2015. Curriculum: What is to be taught and learned? In: Ashwin, P. Reflective Teaching
in Higher Education. London: Bloomsbury Academic, 153-177.
Biggs, J.B. and Tang, S.K., 2011. Teaching for Quality Learning at University: What the Student Does.
4th edition. Maidenhead : McGraw-Hill/Society for Research into Higher Education/Open University
Press.
Holley, D; Goldsmith, B & Fevyer, D (2021) Inspiring learning through technology (chapter
5) in Pokorny, H. and Warren, D. eds. Sage. Enhancing Teaching Practice in Higher Education. 2nd
edition. London: Sage, 11-52.
Warren, D., 2021. Course and learning design and evaluation. In: Pokorny, H. and Warren, D., eds.
Enhancing Teaching Practice in Higher Education. 2nd edition. London: Sage, 11-52.
Douthit, N.T., Norcini, J., Mazuz, K., Alkan, M., Feuerstein, M.T., Clarfield, A.M., Dwolatzky, T.,
Solomonov, E., Waksman, I. and Biswas, S., 2021. Assessment of Global Health Education: The Role
of Multiple-Choice Questions. Frontiers in Public Health, 9.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8339563/
Editor's Notes
Debbie
Units live 19/07 - live by default, available to students 1 week prior, ULs add staff (can't add HODs)
1. Mention assignment boxes and grade columns – PSO role
2. Copying content to include: being selective, good housekeeping,
Most of these comments relation to staff – student interactions and interpersonal relationships. Almost no comments on course structure, content, knowledge of staff
DPF now on BS
Changes and recommendations based on reporting
2. Pull out some nice practices that people in different areas have used in designing their units.
There is no right answer - your layout will be determined by your subject discipline, how the unit is taught; how large your cohort is, how many people are in the teaching team
Hopefully give you some ideas that you can take away and apply to your own units, maybe share with colleagues to have a unified approach to your unit design
3. Spend some time demonstrating some of the things we’ll show you in the examples. Have your units to hand and you can follow us onscreen or ask us any questions as we go along. Put Qs in the chat
1. See 'Preparing your Units for 2022/23
Hide learning materials whilst being developed but have a welcome announcement up
Guidance is all there
2. Some of the most popular support offered by FLIE in a boxset format – some of the same information but laid out more from a pedagogical perspective
4. Faculty mailboxes