Students’ Responses to Learner Dashboards: how they might affect our pedagogical practices.

 

 

Dr Liz Bennett

 

 

Dr Liz Bennett

Director of Teaching & Learning
University of Huddersfield

 

About this conversation:

This webinar will report on the findings from the study of students’ responses to Learner Dashboards. It will focus on how they can be used within teaching and learning practices to support students’ engagement.

It will cover

  • What are learner dashboards (proxies for learning)
  • Drivers for learner dashboards
  • Pedagogy of learner dashboard designs with focus on self-regulated learning
  • Limitations of self-regulated learning for understanding dashboards
  • Dashboard literacy
  • Conclusions and recommendations for practice.

About Liz:

Liz Bennett is a Director of Teaching and Learning in the School of Education and Professional Development at the University of Huddersfield. In 2017 she was the Principal Investigator on an Society for Research in Higher Education funded Scoping Project entitled “Students’ learning responses to feedback on their progress using learning analytics dashboards“. Liz has published extensively in the field of higher education practices and learning technology.

Joining the conversation:

Simply follow this link http://mmu.adobeconnect.com/tlc/ and enter as a guest by typing your name, institution and country into the name field and clicking on the “Join Meeting” button.

Whether or not you have previously participated in a webinar or online activity using Adobe Connect we advise that you make sure that you do some checking and preparation in advance. Check your set-up and connection here.

You may also find our Adobe Connect Webinar Participant Guide useful to print out in advance of the session.We really hope that you will be able to join for what should be a lively and highly interactive TLC.

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Follow up Post – Open Textbooks in the UK

 

 Beck Dr Beck Pitt

Researcher
Open Education Research (OER) Hub

 

A big thank you to Beck and all who attended yesterday’s webinar on Open Textbooks in the UK. Colleagues gave an interesting insight into student concerns associated with cost and access to textbooks and how Open textbooks could alleviate some of these pressures.

As promised please find links below for slides and recording of yesterdays session.
Slides – Open Textbooks in the UK – Access, Affordability and Academic Success

Recording of TLC webinar – 27th March 2018

 

 

Open Textbooks in the UK

 

 Beck Dr Beck Pitt

Researcher
Open Education Research (OER) Hub

About this conversation:

Open textbooks can help alleviate the burden of textbook costs for students and provide teaching staff with content that can be customised for their course. Open textbooks are full, real textbooks, used by many instructors in North America, and these books are licensed to be freely used, edited, and distributed.

Did You Know…

  • The high cost of some course materials can impede students’ academic success. (We know from further research that having to work during term-time also can hinder student progress).
  • The National Union of Students estimates that the average student can spend over £1000 on textbooks and supplies, and research from the US shows similar amounts in 2015–16.
  • The cost of textbooks is rising at a rate of 4 times inflation.
  • 88% of students claimed to have skipped purchasing a textbook because of the cost and 9% claimed to have changed courses (UK research).

Come and find out more about open textbooks and the work of the UK Open Textbook Project, led by The Open University (UK). The webinar will be led by researcher Dr Beck Pitt.

Attendees to the session will be eligible to win a £25 Amazon or iTunes gift voucher, we have 15 to give away!

When: Tuesday 27th March 2018 12:00-13:00 (UK Time)

About Beck:

Beck is currently a researcher on the award winning Open Education Research (OER) Hub. She is also the EdD Academic Coordinator for Technology Enhanced Learning (TEL) and was the lead author for the Open University’s H819 module, week 13 on Open Research.

The OER Hub works collaboratively to investigate the impact of open education on learning and teaching. Beck currently works across a range of projects:

  • Lead researcher for the Scottish Funding Council funded Opening Educational Practices in Scotland (OEPS) project;
  • Monitoring the delivery and development of three MOOC for Business being developed by the ERASMUS+ funded bizMOOC project;
  • Responsible for developing, recording and editing a range of assets for the Hewlett funded Global OER Graduate Network (GO-GN) in addition to contributing to the annual workshop;
  • Team lead for the development of the OER Hub led Open University training courses Twitter 101 and Open Research and June 2017’s Year of Open event;
  • Leads WP3 work with partners OpenStax and contributes to a range of other work for the Hewlett Foundation funded UK Open Textbooks for Higher Education (HE) project which will assess the viability of North American models of open textbook adoption in a UK HE setting.

Joining the conversation:

Simply follow this link http://mmu.adobeconnect.com/tlc/ and enter as a guest by typing your name, institution and country into the name field and clicking on the “Join Meeting” button.

Whether or not you have previously participated in a webinar or online activity using Adobe Connect we advise that you make sure that you do some checking and preparation in advance. Check your set-up and connection here.

You may also find our Adobe Connect Webinar Participant Guide useful to print out in advance of the session.We really hope that you will be able to join for what should be a lively and highly interactive TLC.

 

Student-led inquiry and engagement through affective drama-based pedagogy

 

 gbh0dTxB_400x400 Dr Maria Kukhareva

Educational Developer
University of Bedfordshire

About this conversation:

This conversation will explore the role of imagination, emotion and sensory input in creating a meaningful learning experience for students.

The inspiration for this workshop comes from two fields: drama as pedagogy, and neuroscience – both viewing student’s own subjectivities, emotions and imagination as integral parts of knowledge construction.

Maria Kukhareva will be sharing insights from Testbeds collaboration with Yasmin Sidhwa, creative theatre director, which resulted in a series of drama-infused interdisciplinary approaches.

There will be opportunity for participants to contribute to the conversation – expect interactivity!

About Maria:

Dr Maria Kukhareva is an Educational developer at the University of Bedfordshire.
She teaches on Postgraduate Certificate and supports academic staff around curriculum design, teaching, assessment and feedback. Maria is the facilitator for the Bedfordshire’s interdisciplinary and creative teaching forum, fostering collaborations between arts, humanities and sciences. Maria’s background spans Education, Sociology, Marketing and Public Relations, Academic writing, Languages and Photography.  Maria is the Steering Group member for the Association for Learning Development in Higher Education; she also co-chairs the ALDinHE Research and Development Working group.

To find out more, see the following links:
Maria’s recent podcast on object-based learning: http://blogs.sussex.ac.uk/tel/2018/01/23/object-based-learning-podcast-s02-e01/
Maria’s presentations on drama-based pedagogy: https://radicalpedagogies.com/resources
Maria’s TEDx talk on resilience: https://m.youtube.com/watch?v=3lY6QJIBu64
When: Tuesday 27th February 2018 12:00-13:00 (UK Time)

Joining the conversation:

Simply follow this link http://mmu.adobeconnect.com/tlc/ and enter as a guest by typing your name, institution and country into the name field and clicking on the “Join Meeting” button.

Whether or not you have previously participated in a webinar or online activity using Adobe Connect we advise that you make sure that you do some checking and preparation in advance. Check your set-up and connection here.

You may also find our Adobe Connect Webinar Participant Guide useful to print out in advance of the session.We really hope that you will be able to join for what should be a lively and highly interactive TLC.

Further related reading shared by James Derounian: 

Derounian, J.G. (2011) Shall We Dance? The Importance of Staff-Student Relationships to Undergraduate Dissertation Preparation. Active Learning in Higher Education. June  http://journals.sagepub.com/doi/abs/10.1177/1469787411402437

Follow up – Capturing active learning in the classroom: new opportunities to enhance learner engagement

Thankyou to Stephen and John as well as all who participated in a fascinating conversation yesterday.

We have now posted the recording of the session on the ‘Archive’ section of the site, the recording is interactive in terms of being able to scroll through both comments in the chat pane and responses to the various polls.

However for those that would prefer to download a local copy of the slides and chat please find links below.

Click here to download presentation slides and attendee poll responses

Click here to download transcript of chat pane

Many Thanks, TLC team.

 

Capturing active learning in the classroom: new opportunities to enhance learner engagement

 

  Dr Stephen Powell

Principal Lecturer, Centre for Excellence in Learning & Teaching
Manchester Metropolitan University

 John Couperthwaite Dr John Couperthwaite

Solutions Engineer, EMEA at Echo360, Inc.

About this conversation:

As capture technologies become commonplace internationally across higher education institutions, this has contributed to a growing realisation that learners require more opportunities for engagement in class, for more effective feedback from instructors and more authentic learning activities. Educators are seeking new solutions to combine these technologies with emerging polling, discussion and note-taking tools to enhance active learning for in-class and online learners. Students can benefit from a new focus on their metacognitive skills to improve how they learn across different settings.  For academics, this includes thinking about the design of their teaching so that learners have the best opportunity to flourish in their chosen subject or discipline.

This conversation will suggest some advantages of active learning approaches and pose questions about how capture technology can support this.  Case studies from different countries will be presented to explore how capture technology has been put to use, and this will be used to stimulate discussions about the experience of learners and teachers in making this a success, and the impact on learning.  Some practical ideas will be shared and an evidence base of literature introduced to support colleagues in contextualising and developing their own pedagogical approaches. In addition, this interactive session will provide opportunities for sharing of ideas, asking questions, and exploring opportunities.

About Stephen:

Stephen is an academic developer at Manchester Metropolitan University.  He has worked as an educationalist from the compulsory school sector through to higher education using online technologies throughout.  In higher education, Stephen has worked on numerous Jisc funded projects with a particular focus on authentic work focused learning.

About John: 

John is an experienced educational professional who has worked within the higher education sector for over 20 years. His activities in technology enhanced learning have embraced leadership of large infrastructure projects, management of instructional design teams, and being actively involved in educational research, community engagement and software development. At Echo360, his role is to promote and celebrate the educational use of active learning and lecture capture, whilst also exploring how the platform can meet changing demands from learners, and evolving teaching and learning practices.

When: Tuesday 16th January 2018 12:00-13:00 (UK Time)

Joining the conversation:

Simply follow this link http://mmu.adobeconnect.com/tlc/ and enter as a guest by typing your name, institution and country into the name field and clicking on the “Join Meeting” button.

Whether or not you have previously participated in a webinar or online activity using Adobe Connect we advise that you make sure that you do some checking and preparation in advance. Check your set-up and connection here.

You may also find our Adobe Connect Webinar Participant Guide useful to print out in advance of the session.We really hope that you will be able to join for what should be a lively and highly interactive TLC.

Intersection of Digital Fluency and Teaching Excellence

 

 simon_lygobaker Dr Simon Lygo-Baker

Head of Department of Higher Education
University of Surrey

 Christine Smith (3a) Dr Christine Smith

Associate Professor, Quality Assurance and Enhancement team University of Suffolk

About this conversation:

This conversation will use a recently completed SEDA project as a starting point to get people to consider two current ‘sound bites’: digital fluency and teaching excellence. As part of the project we looked at how these two notions were understood through a case study approach of eight teachers in higher education representing different disciplinary areas. Through in depth interviews we explored how each person came to describe teaching excellence in their discipline and how this then flowed into, if indeed it did, their use of technology in and beyond the classroom. We were seeking intersections, ways of connecting the two. This conversation will use these case studies to help us all consider how our interpretation of excellence relates to teaching in our different areas and encourage discussion around the intersections that are described.

About Simon:

Simon is currently Head of the Department of Higher Education at Surrey as well as holding a three month annual position at the University of Wisconsin-Madison at the School of Veterinary Medicine. He has developed and run a number of academic development programmes both at King’s College in London and now at Surrey as well as undertaking a range of curriculum development projects, most recently in the US. His research interests include clinical education,  values and the development and role of identity.

About Christine:

Christine is an Associate Professor in the Quality Assurance and Enhancement team at Suffolk. She has developed and run academic development programmes at the University of Salford and the University of Suffolk and spent a brief period at the University of Windsor in Canada as Director of Open Learning. She also leads the CPD recognition scheme accredited with the HEA at Suffolk. Her current research interests include on students’ transition into HE (especially BTEC students) and students effective transitions into work-placed learning.

When: Tuesday 14th November 2017 12:00-13:00 (UK Time)

Joining the conversation:

Simply follow this link http://mmu.adobeconnect.com/tlc/ and enter as a guest by typing your name, institution and country into the name field and clicking on the “Join Meeting” button.

Whether or not you have previously participated in a webinar or online activity using Adobe Connect we advise that you make sure that you do some checking and preparation in advance. Check your set-up and connection here.

You may also find our Adobe Connect Webinar Participant Guide useful to print out in advance of the session.We really hope that you will be able to join for what should be a lively and highly interactive TLC.

Digital identity as/and work with Helen Beetham

A teaching and learning conversation in collaboration with the open course Flexible, Open and Social Learning with:

 Helen Beetham Helen Beetham

Researcher, writer, education consultant: digital futures, digital literacy, e-learning, pedagogy, innovation

About this conversation:

A positive, ’employable’ persona is an asset that education is supposed to provide. Increasingly that persona is developed and presented in digital spaces and media. So digital identity work – the development and management of digital personae – is becoming part of the HE experience. Sometimes it is closely tied to issues of career choice and development, and sometimes it is more closely aligned with aspects of the subject specialist curriculum.

In this conversation we will discuss what we mean by digital identity for work, especially in an HE context. The background reading introduces emergent trends in work and workplaces, and asks what kinds of mindset and aptitude will be needed to thrive. This will naturally lead on to issues of curriculum design for digital identity development.

We will also explore the idea that our digital identities are work of a kind, and the results of that work. Should we consider the labour we put into managing our digital personae as leisure, creativity, or as unpaid work we provide to digital platforms, helping to generate value for them?

About Helen:

Helen Beetham is an independent researcher, writer and consultant on digital literacies. She works for Jisc in the UK, on projects based in the EU, Australia and the US, and for a number of global universities. Helen works particularly in the areas of digital capability, digital citizenship and digital wellbeing, the learning experience, and curriculum design.

When: Wednesday 18th October 2017 13:00-14:00 (UK Time)

Background reading:

OECD forum on the future of work (2016) https://www.oecd.org/employment/ministerial/future-of-work-in-figures.htm

Any article of your choice with the keywords ‘digital identity’ and ‘work’ or ‘labour’ or ‘social capital’ or ‘learning’. For example (from a variety of perspectives):

Gandini, A (2016) Digital work: self-branding and social capital in the freelance knowledge economy. Marketing Theory 16(1)

http://journals.sagepub.com/doi/pdf/10.1177/1470593115607942

Lemke, J (2016) Identity, Development and Desire: Critical Questions. In Caldas-Coulthard RC & Iedema R (eds) Identity Trouble: Critical Discourse and Contested Identities, Springer

https://link.springer.com/book/10.1057/9780230593329 (also available on google books)

Fuchs C. (2014) Digital prosumption labour on social media in the context of the capitalist regime of time. Sociological Review 23 (1) http://journals.sagepub.com/doi/pdf/10.1177/0961463X13502117

Any article in Bayne S and Land R (2011) Digital Difference: Perspectives in Online Learning. Springer. (Also available on googlebooks)

Joining the conversation:

Simply follow this link http://mmu.adobeconnect.com/tlc/ and enter as a guest by typing your name, institution and country into the name field and clicking on the “Join Meeting” button.

Whether or not you have previously participated in a webinar or online activity using Adobe Connect we advise that you make sure that you do some checking and preparation in advance. Check your set-up and connection here.

You may also find our Adobe Connect Webinar Participant Guide useful to print out in advance of the session.We really hope that you will be able to join for what should be a lively and highly interactive TLC.

TLC Survey 2017 – Your feedback is needed!

Hi All,

We are at the end of another series of Teaching and Learning and Conversations and are about to take a two month summer break.

Thanks to all of the TLC facilitators and participants for contributing to yet another interesting and stimulating series.

We think that now is a good time to take stock and reflect upon the overall TLC experience and would like to get some feedback from you to help us in this respect.

Whether you are a participant, presenter or both, please would you be so kind as to take a little bit of time to complete the TLC 2017 survey at the link below.

https://mmu.onlinesurveys.ac.uk/tlc-survey-2016

Many thanks in advance,

The TLC Team

Lego for Creative Strategic Thinking with MBA Students

A teaching and learning conversation with:

 LisaDay Lisa Day

Director of Studies – Online MBA, University of Liverpool

 JeannieHolstein Jeannie Holstein

Module Convenor Strategic Management MBA, University of Nottingham

About this conversation:

This conversation is an opportunity to share with you our experiences of using Lego to stimulate creative strategic thinking with MBA students. We both attended a workshop session run by Dr David Oliver from the University of Sydney Business School in 2015 and came away with a great deal of enthusiasm about trying out his ideas with our students. We will share with you some of the theory behind using Lego to encourage students to work through strategic problems in a way that is collaborative, reflective and creative. We will try to make our talk participative so you get a chance to try a few things and not just listen to us. We both have experience of running a taught classroom-based session(s) that lasts between 1 hour and 3 hours for about 5 to 25 MBA students. We will share our experiences from running these classes and the lessons that we learned from putting David’s ideas into practice. If you don’t teach strategy or MBA students then you will still, we hope, pick up lots of ideas that you could adapt for other audiences.

About Lisa and Jeannie:

Dr Lisa Day is a senior lecturer with the University of Liverpool and Director of Studies for their Online MBA programme. She recently moved to the university from London Metropolitan University where she taught MBA Strategic Management for over 11 years. Earlier this year she gained her PhD from Bath University, in the area of ‘Strategy as Practice’, and is now working to publish her research. Lisa also has an MA in Higher Education and is a Senior Fellow of the Higher Education Academy. She became interested in using Lego with MBA students after attending a workshop, along with Jeannie, at the Academy of Management Conference in Vancouver in 2015.

Dr Jeannie Holstein is Assistant Professor at Nottingham University Business School and convenes and teaches on the Strategic Management Module on their MBA. She gained her PhD from Nottingham in 2014. Her first degree was in Modern History at Oxford University and she completed an Executive MBA at the University of Nottingham in 2005. An experienced business strategist, she worked in the fine china industry for a leading European consumer brand in her first career, running its UK subsidiary, prior to transitioning to an academic career.  Jeannie’s research interest lies in the narrative practice of strategy and she recently published work from her thesis in the journal Strategic Organization. She had no clue that Lego could be so usefully employed in the classroom until enlightenment in Vancouver in 2015.

When: Tuesday 20th June 12-30-13.30 (UK Time)

Joining the conversation:

Simply follow this link http://mmu.adobeconnect.com/tlc/ and enter as a guest by typing your name, institution and country into the name field and clicking on the “Join Meeting” button.

Whether or not you have previously participated in a webinar or online activity using Adobe Connect we advise that you make sure that you do some checking and preparation in advance. Check your set-up and connection here.

You may also find our Adobe Connect Webinar Participant Guide useful to print out in advance of the session.We really hope that you will be able to join for what should be a lively and highly interactive TLC.