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.

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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.

next #TLCwebinar with Dr Bex Lewis @drbexl discussing the Big Agency

Title of the webinar: Reworking The Big Agency as an interactive employability unit

book-signing-large

Dr Bex Lewis, image source

Dr Bex Lewis is a Senior Lecturer in Digital Marketing in the Business School at Manchester Metropolitan  University with a special interest in communications and digital culture. To find out more about her exciting past and present activities, research and projects, please click here.

Wednesday 10th of May 2017 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.

Next #tlcwebinar > 22 March 17 discussing the use of action research to enhance teaching practice with Dr Helena Kettleborough

A teaching and learning conversation with:

About this conversation: We will explore together how action research can be used to adopt a scholarly approach for ongoing enhancement of our teaching practice.

helena-kettleborough-crop-145x145-588f262711dc8About Helena: Dr. Helena Mary Kettleborough teaches responsible enterprise and sustainability at Manchester Metropolitan University. Helena has a long standing commitment to action research as a tool to improve teaching, develop reflection and help grow an ecologically, socially and economically sustainable world. Helena was an enthusiastic participant on the CELT Creativity Module and co-creates with three colleagues, exploring ‘I love learning’ and using first and second person action research. Helena was awarded Outstanding Teacher in Sustainability in the MMU Student Union Awards 2016 and  gained her PhD from Lancaster Business School and is now working to publish the research.   Helena’s first career was as a senior manager in Local Authorities delivering community development and neighbourhood regeneration services and she is an active volunteer in her local inner city neighbourhood and delivers workshops on biodiversity loss.

When: Wednesday 22nd March 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.

Capturing learning: beyond the acquisition metaphor

A teaching and learning conversation with:

 paul_orsmond Paul Orsmond 

Senior lecturer in the School of Life Sciences and Education at Staffordshire University

 rachel_forsyth Rachel Forsyth

Associate Head of CELT, Manchester Metropolitan, University

About this conversation:

This conversation is intended to provoke discussion about the role of assessment in higher education. A common model of higher education characterises the role of the teacher as delivering the curriculum to support achievement of learning outcomes; this tends to place primary, value on what is taught in the identified curriculum, with a much lesser value for what students learn outside this. The focus is on ‘getting a qualification’, and the teacher’s role is to help students to do this. Hence learning is seen as an individual event, using an acquisition metaphor to show how  value has been added the students’ knowledge and capabilities. Participation may be covered by the occasional group project, possibly added into the curriculum in a slightly clumsy way, to tick the outcome of ‘work in teams’.  Here learning gain is seen as an accumulation of acquired knowledge. Another model sees an undergraduate programme of study as bringing about a change in identity and providing the student with the ability to integrate into one or more communities of practice, which were inaccessible to the student before beginning the course. Here  the emphasis to be placed on learning through the participation – thus knowledge is not just something the student possesses but something a student does. Here learning gain is seen more in terms of students moving from being legitimate peripheral participants towards becoming more full members of a community of practice.

Current models of assessment in UK HE tend to favour the first of these models, but in so doing may only assess a tiny portion of all that students learn at university. This conversation hopes to more fully explore the learning that occurs in university through student identity development.

About Paul and Rachel:

Paul is a senior lecturer in the School of Life Sciences and Education at Staffordshire University.  As an educator in biosciences he has explored student learning and how it is linked to assessment and feedback.  In particular he has been interested in communities of learning that students develop and the social interaction that they undertake outside the overt curriculum while carrying out self- and peer-assessment practices in order to make sense of their learning experiences.

Rachel works in the Center for Excellence in Learning and Teaching at Manchester Metropolitan University.  She is particularly interested in quality assurance, curriculum management and assessment in higher education.

When: Monday 6th March 2017 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.

Next #tlcwebinar 31 Jan 17: Exploring the Ecology of Teaching & Learning in Higher Education with Prof. Norman Jackson

A teaching and learning conversation with:

 4286355 Prof. Norman Jackson 

Founder of Lifewide Education and

Creative Academic

About this conversation:

This contribution to TLC provides an opportunity to explore a bunch of ideas that try to develop an ecological perspective on higher education teaching and learning practices, particularly those pedagogic practices that encourage learners to use and develop their creativity. The session is formed around a series of concepts and propositions interspersed with activities and opportunities for discussion to enable ideas to be considered and evaluated.

Activity 1: Prior to the TLC event it would be really helpful if participants could create a short (eg about 200 words) narrative or annotated sketch of an approach they have used in their own pedagogic practice to encourage students to use their creativity. This will provide a resource that can be analysed and reflected upon during and after the conversation.

It would be great if these could be shared on the #creativeHE Google+platform which we are using to explore the idea of pedagogies for creativity.

https://plus.google.com/communities/110898703741307769041

About Norman:

Norman Jackson is Emeritus Professor of the University of Surrey and Founder of the Lifewide Education and Creative Academic social enterprises. The two most important features of his educational work reflect a concern for the lifewide (whole of life) dimension of learning and personal development, and the need to nurture learners’ creative development as well as their academic development. Both of these concerns are addressed in his current work to develop and apply the idea of learning ecologies to teaching and learning practices through the ‘Exploring Creative Pedagogies for Creative Learning Ecologies’ open learning project http://www.creativeacademic.uk/2016-17-programme.html   You can find out more about his work at: http://www.normanjackson.co.uk/  http://www.lifewideeducation.uk/  and http://www.creativeacademic.uk/

When: Tuesday 31st January 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.

1minutecpd – Follow-up post

The webinar that Chris and I hosted was an exploration of our 1minuteCPD project. 1minuteCPD is a yearlong experiment in micro learning to address digital capabilities in Higher Education. It is openly available and has been created by colleagues from Manchester Metropolitan University and the University of Manchester (see: Meet the authors).

Chris and I were really pleased to have this opportunity to discuss the 1minuteCPD project more widely with the HE community. It was great to see so many attendees to the webinar, from all over the world, engaged in a lively discussion about the merits and challenges of 1minuteCPD and micro-learning more generally. A recording of our TLC is now available on the website and you may also be interested in the recording of our recent presentation on 1minutecpd at ALT-C in September.

From our perspective, we were really interested to learn what brought people to 1minuteCPD and what encouraged them to keep coming back. During the discussions, it appeared that many people believed that the length of the posts was essential to its success and that longer posts, even to just 5 minutes, would not have been as popular. Others felt that longer posts could have an appeal, especially if they could link more explicitly to the pedagogy, however most agreed they would not engage with a longer format on a daily basis. For those interested in a slightly longer format, check out the great resource www.telu.me, which has been created by a consortium of Universities based in Ireland.

It was great to see that many would like to see 1minuteCPD become more of a community led project and has certainly given us food for thought. If you have any suggestions as to how 1minuteCPD could be opened up to the community, we would love to hear your ideas.

Kate & Chris

Please contact us on k.soper@mmu.ac.uk or c.meadows@mmu.ac.uk or on Twitter @KatesSoper @cjmeadows

Using social media for belonging and bonding

A teaching and learning conversation with:

 danielle_dhayer Danielle D’Hayer 

Associate professor Interpreting Studies at London Metropolitan University

About this conversation:

Do you remember the excitement of joining a new course? Do you also remember how nervous you were the day before coming to class? How easy was it to engage in a conversation with classmates? Not even to mention the tutor?

Well, it does not have to be like that.

First, because tutors are as nervous as students. But this is a well-kept secret.

Second, because new technologies and social media allow us to connect, interact, contribute, listen, learn and socialise at any time and anywhere.

They key question is: how do I connect with students and peers using new technologies? What social media should I consider? Isn’t this dangerous or even a waste of time? Don’t we have enough to do already? Does it really work?

Add these questions to yours and the one hour webinar will feel like 5 minutes.

Why don’t you join us to try to answer these questions together? I don’t guarantee we find all the answers but I am certain we can share some good experience and tips.

I will share 3 main case studies with you:

1.     Meeting on Google Communities before, during and after the course

2.     Twitter: an invitation to bond beyond the classroom

3.     Virtual classes: moving from competition to collaboration.

We can already start our conversation on Twitter if you wish. Follow me on Twitter @DDhayer. We can use the official hashtag #tlcwebinars

About Danielle:

I am Associate professor Interpreting Studies at London Metropolitan University and the course leader for the MA Conference Interpreting and the MA Interpreting. I am a trained interpreter myself.

I am a PhD student. The title of my thesis is: ‘In what ways do (virtual) Communities of Practice facilitate successful learning in the context of professional development for interpreting students and practitioners?’

I have been using new technologies in the classroom since 2008. Technologies and social media are now fully integrated to our daily activities. As such, I have tried to integrate them to our daily formal and informal interactions to enhance not only the learning experience but also the way we interact within and beyond the boundaries of the classroom.  I try to create learning spaces and offer opportunities to safely experiment interactions that may inspire students, staff, alumni and employers connected to the course to grow together. Learning on a course and the classroom experience are only a wonderful excuse to discover new selves, new horizons and elaborate new visions of the world we live in.

When: Tuesday 13th December 2016 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.