The potential of collage making as a tool for academic development

 

anna-hunter Anna Clare Hunter

Senior Lecturer in Academic Development

University of Central Lancashire

About this conversation:

In this conversation we will be exploring the potential of collage making as a tool for academic development, and for teaching and learning more widely. Drawing on the work of Daphne Loads (2010; 2016; 2017) I will be discussing the importance of such arts based methods for connecting learners with their own perceptions, and enabling connections between individuals to enhance learning communities.

I will be describing my own experience of using collage in the first module of a PGCert Learning and Teaching and reflecting on how my understanding of the practice has developed through time and experience. I will also be identifying different ways in which collage can be used to support student learning and engagement, before widening the discussion to include arts-based strategies more broadly, considering their value for facilitating critical self reflection in learners.

About Anna:

Anna is a Senior Lecturer in Academic Development at the University of Central Lancashire, Preston, UK. She has a particular interest in arts-based methods as a tool for supporting the learning and teaching development of academics and draws on collage making, Lego, film, photography and storytelling as some of the strategies to implement this. Anna’s academic background is in English Literature and she actively seeks ways of integrating her subject expertise in narrative and storytelling as a tool for exploring personal experience, with her educational practice.

When: Wednesday 13th March 2019 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.

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Learning Development Unboxed?

 

john-hilsdon John Hilsdon

Independent counsellor and academic, formerly Associate Professor and Head of Learning Support and Wellbeing at the University of Plymouth.

About this conversation:

In studying for my doctorate about Learning Development, I was enthused when I came across John Prunty’s criterion for critical analysis in social policy: it should serve the creation of political, social and economic arrangements where “persons are never treated as a means to an end, but treated as ends in their own right.” (Prunty, 1985, p. 136, quoted in Ball, 1997, p. 271). We now know that the continuation and replication of our current political, social and economic arrangements, which construct people primarily as consumers and producers to be the means to achieve the ends of profitability and ‘growth’, for mostly transnational corporations, is leading to potentially catastrophic climate change, amongst other serious global ills. NASA reports that the scientific evidence used by the Intergovernmental Panel on Climate Change is “unequivocal” on this (Earth Science Communications Team, 2018). So, change is essential to our survival. Can LD be part of the change? In our daily working lives many of us feel boxed in, constrained and unfree. But in working with students and staff we do have opportunities to speak and to act creatively, even if we ‘just’ ask good, critical questions of ourselves and others.

In this conversation I hope to elicit a view of Learning Development based on the notion that our mongrel-like profession, emerging in the UK since the 1990s, can help individuals resist being put into the institutional ‘boxes’ created for them by collectively devising creative learning practices for the benefit of students, staff and, by extension, society beyond the university. In this, I am inspired by Hannah Arendt’s notion of “a world in common” (1958), to see universities as places where we develop learning communities, and thinking outside of rigid boxes with narrow labels like ‘graduate skills’ and ‘employability’; to shape, instead, what Ron Barnett terms “feasible utopias,” albeit starting in small ways or in fleeting moments, to support learning for a sustainable world in common.

Arendt, Hannah (1958) The Human Condition. Chicago, University of Chicago Press.

Ball, Stephen J. (1997) ‘Policy, Sociology and Critical Social Research: a personal review of recent education policy and policy research’, British Educational Research Journal, 23: 3, 257 — 274.

Earth Science Communications Team, NASA (2018) Climate change: How do we know? Webpage: https://climate.nasa.gov/evidence/ accessed 10.01.19

About John:

John works as an independent counsellor and academic, having recently retired from his role as Associate Professor and Head of Learning Support and Wellbeing at the University of Plymouth. He has contributed to the evolution of Learning Development as a distinct field of practice in Higher Education since the turn of the century. He helped set up the UK network of learning developers, LDHEN, in 2002, was the first Chair of ALDinHE from 2006 -2011, and is lead editor of the (JLDHE) Journal of Learning Development in Higher Education. He was awarded an HEA National Teaching Fellowship in 2005. John’s work has focussed on issues associated with academic writing, critical thinking, reflection and peer learning. His doctoral study examined Learning Development as a case study of policy and identity construction in UK Higher Education. In addition to his role in HE, John has worked as a counsellor at Derriford Hospital, Plymouth since 2000.

When: Tuesday 22nd January 2019 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.

How can I make my online delivery more engaging?

About this conversation:

This session will offer an opportunity for discussion on effective tools and techniques when delivering webinars. This will draw upon experience of supporting various online sessions and workshops on different platforms. Projects such as designing and delivering staff development, disseminating student engagement techniques in distance learning and organising Teaching & Learning Conversations (TLC) events. This involves assisting colleagues in developing engaging and interactive webinars, appropriate delivery techniques, as well as familiarising presenters with the delivery environment.

The conversation will be split into two; the first will cover the core functionality of Adobe Connect to promote participant engagement throughout the process of a webinar.  The second will cover more advanced features found within the tool and how these can be used to enhance participant interaction and collaboration. Due to this, the session will be suitable for beginners new to webinar delivery and intermediates looking to further develop their delivery.

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

About the Presenters:

Matt Thorpe

me

Matt is a Technology Enhanced Learning Advisor in the Faculty of Education at Manchester Metropolitan University within Learning & Research Technologies. His particular areas of interest include learning analytics, blended learning and the role technology can play in the embedding of active learning and formative assessment within pedagogical practice.

 

Steven Williams

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Steven is a Technology Enhanced Learning Advisor in the Faculty of Health, Psychology & Social Care at Manchester Metropolitan University within Learning & Research Technologies. Areas of interest are ePortfolios, distance learning, gamification and the solutions that technology can provide in Teaching, Learning and Assessment.

 

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.

Developing the Congruent Educator

 

emma gillaspy

 

 

Emma Gillaspy

Digital Teaching & Learning Manager
School of Health & Society – University of Salford

 

About this conversation:

This webinar will explore the potential for taking a coaching approach to learning and teaching development and how we can work holistically with individual’s strengths to ensure they are happy, satisfied and performing at their best.

emma-gillaspy-1.pngAcademia is facing a period of sustained and unprecedented change. A recent global study by Roland Persson from Jönköping University reported by Times Higher Education (2017) showed that stress in academia is on the rise due to increased workload and a lack of support.

Whitmore (2009) defines coaching as “unlocking people’s potential to maximize their own performance”. Coaching has been shown to positively impact psychological factors such as reducing stress and improving wellbeing and resilience (Grover & Furnham, 2016). Common outcomes from coaching include increased self-efficacy, performance and satisfaction (Jarvis, 2008). Coaching is becoming more widely used across the Higher Education (HE) sector. This includes coaching support for senior management and increasing provision for researchers (Medd, 2012). However there is very little research into the efficacy of academic coaching for improving learning and teaching practice.

I propose that coaching may be a positive developmental intervention that can improve confidence and competence in teaching. During this webinar, we will:

  • investigate the benefits and challenges of adopting a coaching approach
  • try out a range of coaching tools and techniques that encourage academic development
  • debate the feasibility of adopting a coaching approach for improving learning and teaching practice

emma gillaspy - 2.png

About Emma:
I am passionate about helping people realise their potential through leading academic career development and executive coaching. I’m a co-founder of #coachingHE, a qualified executive coach and facilitator of coaching skills development. I am currently Digital Teaching & Learning Manager in the School of Health & Society at the University of Salford.

As an advocate of social media, I encourage experimentation in blended learning through creative, experiential and heutagogical approaches. I teach across a wide range of topics including education, social and digital media, personal effectiveness, communication, leadership and public engagement.

Before moving into the field of academic and researcher development, I worked in the NHS as a clinical molecular geneticist following graduation from my PhD studying the genetics of osteoarthritis.

Continue the conversation with me on Twitter @egillaspy or LinkedIn.

 References

Whitmore, J. (2009) Coaching for Performance: GROWing Human Potential and Purpose. London; Boston, Nicholas Brealey Publishing.

When: Wednesday 11th July 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.

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.