MyPlayer - Anglia Ruskin University https://myplayer.anglia.ac.uk/ MyPlayer - Anglia Ruskin University en-us Explain Everything A powerful app that allows you to capture as you create and present on your iPad. Search for 'Hip Flask defence' video within myplayer to see the app in action. https://myplayer.anglia.ac.uk/Play/9118 Wed, 04 Apr 2018 14:12:46 GMT https://myplayer.anglia.ac.uk/Play/9118 Using personalised learning logs for self monitoring of engagement and performance Using personalised learning logs for self monitoring of engagement and performance Nicky Milner (FMS) Active Learning TeachMeet 2018 Chelmsford https://myplayer.anglia.ac.uk/Play/8907 Wed, 07 Feb 2018 12:39:08 GMT https://myplayer.anglia.ac.uk/Play/8907 Active learning pedagogies to generate learning gain and confidence gain in the classroom Active learning pedagogies to generate learning gain and confidence gain in the classroom Keynote by Dr Fabio Arico, University of East Anglia Active Learning TeachMeet 2018 Cambridge and Chelmsford https://myplayer.anglia.ac.uk/Play/8906 Wed, 07 Feb 2018 12:36:18 GMT https://myplayer.anglia.ac.uk/Play/8906 The challenges (and triumphs) of module development The challenges (and triumphs) of module development Christopher Kerry (LAIBS) Active Learning TeachMeet 2018 Cambridge https://myplayer.anglia.ac.uk/Play/8900 Wed, 07 Feb 2018 11:57:16 GMT https://myplayer.anglia.ac.uk/Play/8900 Utilising Canvas to create a collaborative learning environment Utilising Canvas to create a collaborative learning environment Dr Mat Timmis (FST) Active Learning TeachMeet 2018 Cambridge https://myplayer.anglia.ac.uk/Play/8890 Wed, 07 Feb 2018 11:46:37 GMT https://myplayer.anglia.ac.uk/Play/8890 Team-Based Learning in an Optics module Team-Based Learning in an Optics module Dr Marta Vianya (FST) Active Learning TeachMeet 2018 Cambridge https://myplayer.anglia.ac.uk/Play/8886 Wed, 07 Feb 2018 11:30:06 GMT https://myplayer.anglia.ac.uk/Play/8886 Virtual reality and interaction design Virtual reality and interaction design Dr Paul Driver (FHSCE) Active Learning TeachMeet 2018 Cambridge https://myplayer.anglia.ac.uk/Play/8885 Wed, 07 Feb 2018 11:14:49 GMT https://myplayer.anglia.ac.uk/Play/8885 A collaborative approach to Active learning: the Jigsaw technique A collaborative approach to Active learning: the Jigsaw technique David Jay, LSU Active Learning TeachMeet 2018 Cambridge https://myplayer.anglia.ac.uk/Play/8884 Tue, 06 Feb 2018 16:00:43 GMT https://myplayer.anglia.ac.uk/Play/8884 Embedding Padlet into Canvas to encourage interactive learning Embedding Padlet into Canvas to encourage interactive learning Dr Wenwen Bao (FMS) Active Learning TeachMeet 2018 Cambridge https://myplayer.anglia.ac.uk/Play/8856 Wed, 31 Jan 2018 16:57:32 GMT https://myplayer.anglia.ac.uk/Play/8856 Peer feedback and formative assessment: From the VLE to Canvas Peer feedback and formative assessment: From the VLE to Canvas Uwe Richter (ALT) Active Learning TeachMeet 2018 Chelmsford https://myplayer.anglia.ac.uk/Play/8855 Wed, 31 Jan 2018 16:56:12 GMT https://myplayer.anglia.ac.uk/Play/8855 Active Learning in the field: &#39;Lessons from the factory floor&#39; Active Learning in the field: 'Lessons from the factory floor' Tom Stacey (LAIBS) Active Learning TeachMeet 2018 Chelmsford https://myplayer.anglia.ac.uk/Play/8854 Wed, 31 Jan 2018 16:54:52 GMT https://myplayer.anglia.ac.uk/Play/8854 Twitter and student engagement Twitter and student engagement Dr Toby Carter (FST) Active Learning TeachMeet 2018 Chelmsford https://myplayer.anglia.ac.uk/Play/8853 Wed, 31 Jan 2018 16:53:32 GMT https://myplayer.anglia.ac.uk/Play/8853 What do I get out of it?! A slacker&#39;s guide to teaching What do I get out of it?! A slacker's guide to teaching Stephanie Dimond-Bayir (ALSS) Active Learning TeachMeet 2018 Cambridge/Chelmsford https://myplayer.anglia.ac.uk/Play/8852 Wed, 31 Jan 2018 16:52:07 GMT https://myplayer.anglia.ac.uk/Play/8852 Reflections on how TBL develops and enhances leadership skills in undergraduates Reflections on how TBL develops and enhances leadership skills in undergraduates Jill Baldwin and Sophie Hales (LAIBS) Active Learning TeachMeet 2018 Chelmsford https://myplayer.anglia.ac.uk/Play/8851 Wed, 31 Jan 2018 16:50:08 GMT https://myplayer.anglia.ac.uk/Play/8851 Canvas in the classroom Canvas in the classroom James Hull (FMS) Active Learning TeachMeet 2018 Chelmsford https://myplayer.anglia.ac.uk/Play/8850 Wed, 31 Jan 2018 16:47:49 GMT https://myplayer.anglia.ac.uk/Play/8850 Digital construction engineering in class - A collaborative approach Digital construction engineering in class - A collaborative approach Dr Georgios Kapogiannis (FST) Active Learning TeachMeet 2018 Chelmsford https://myplayer.anglia.ac.uk/Play/8849 Wed, 31 Jan 2018 16:45:17 GMT https://myplayer.anglia.ac.uk/Play/8849 Using a design approach to structure distance and blended learning Using a design approach to structure distance and blended learning George Evangelinos (FMS) Active Learning TeachMeet 2018 Chelmsford https://myplayer.anglia.ac.uk/Play/8848 Wed, 31 Jan 2018 16:43:41 GMT https://myplayer.anglia.ac.uk/Play/8848 Towards an ARU curriculum framework: An introduction to the active curriculum Towards an ARU curriculum framework: An introduction to the active curriculum Dr Adam Longcroft (ALT) Active Learning TeachMeet 2018 Cambridge/Chelmsford https://myplayer.anglia.ac.uk/Play/8847 Wed, 31 Jan 2018 16:40:55 GMT https://myplayer.anglia.ac.uk/Play/8847 Active learning quick wins Active learning quick wins Dr Steve McDonald (LAIBS) Active Learning TeachMeet 2018 Cambridge/Chelmsford https://myplayer.anglia.ac.uk/Play/8846 Wed, 31 Jan 2018 16:36:30 GMT https://myplayer.anglia.ac.uk/Play/8846 International student and staff support International student and staff support - presented by Rebecca Rowntree https://myplayer.anglia.ac.uk/Play/8660 Fri, 24 Nov 2017 14:48:32 GMT https://myplayer.anglia.ac.uk/Play/8660 International students International students Academic Skills English Language Culture shock Academic culture Flipping the classroom - presented by Rebecca Rowntree https://myplayer.anglia.ac.uk/Play/8659 Fri, 24 Nov 2017 13:57:49 GMT https://myplayer.anglia.ac.uk/Play/8659 Course management Course management Consolidating course modules Standardising and rationalising feedback and assessment Student Satisfaction - presented by Claire Pike https://myplayer.anglia.ac.uk/Play/8650 Wed, 22 Nov 2017 13:11:53 GMT https://myplayer.anglia.ac.uk/Play/8650 Feedback Student satisfaction and assessment Feedback Student satisfaction and assessment Variation of types of assessment Diversity of students - presented by Claire Pike https://myplayer.anglia.ac.uk/Play/8649 Wed, 22 Nov 2017 12:06:35 GMT https://myplayer.anglia.ac.uk/Play/8649 Using wikis for group assessment Using wikis for group assessment Authentic assessment Online student collaboration presented by Claire Pike https://myplayer.anglia.ac.uk/Play/8648 Wed, 22 Nov 2017 11:48:13 GMT https://myplayer.anglia.ac.uk/Play/8648 Polleverywhere - Engaging Students in Lectures Polleverywhere Engaging Students in Lectures Interactivity - presented by Claire Pike https://myplayer.anglia.ac.uk/Play/8647 Wed, 22 Nov 2017 11:33:25 GMT https://myplayer.anglia.ac.uk/Play/8647 Ensuring quality in assessment in Link Partners Ensuring quality in assessment in Link Partners Parity of student experience in the UK and overseas Standardising marking Balancing national Quality requirements Handling large documents internationally presented by Claire Pike https://myplayer.anglia.ac.uk/Play/8646 Wed, 22 Nov 2017 11:10:59 GMT https://myplayer.anglia.ac.uk/Play/8646 Developing a learning resource room for early childhood studies through Developing a learning resource room for early childhood studies through Participatory research with students Students as partners Pedagogic spaces Capitalising on students’ existing pedagogic knowledge Co-constructing marking criteria with students Assessment literacy - presented by Malika Kanyal https://myplayer.anglia.ac.uk/Play/8645 Wed, 22 Nov 2017 10:41:54 GMT https://myplayer.anglia.ac.uk/Play/8645 Being inclusive. Engaging students by bringing them with you. Being inclusive. Engaging students by bringing them with you. Students need to see the value. Managing notes presented by Matt Webster https://myplayer.anglia.ac.uk/Play/8644 Wed, 22 Nov 2017 09:57:43 GMT https://myplayer.anglia.ac.uk/Play/8644 Benefitting from student diversity in the classroom Benefitting from student diversity in the classroom - presented by Matt Webster https://myplayer.anglia.ac.uk/Play/8643 Wed, 22 Nov 2017 09:47:51 GMT https://myplayer.anglia.ac.uk/Play/8643 Using storytelling to engage students Using storytelling to engage students - presented by Matt Webster https://myplayer.anglia.ac.uk/Play/8642 Wed, 22 Nov 2017 09:27:18 GMT https://myplayer.anglia.ac.uk/Play/8642 Tips and preparation for inclusive practice Tips and preparation for inclusive practice - presented by Mat Webster https://myplayer.anglia.ac.uk/Play/8639 Wed, 22 Nov 2017 09:03:22 GMT https://myplayer.anglia.ac.uk/Play/8639 Matt Webster - Good Teaching Toolkit Inclusive teaching Student engagement through conversation and storytelling Classroom technology Using the VLE Preparing students PowerPoint Learning metrics Keywords and crosswords - presented by Matt Webster https://myplayer.anglia.ac.uk/Play/8638 Tue, 21 Nov 2017 15:38:58 GMT https://myplayer.anglia.ac.uk/Play/8638 Engaging Students Engaging Students - presented by Matt Webster https://myplayer.anglia.ac.uk/Play/8637 Tue, 21 Nov 2017 13:24:03 GMT https://myplayer.anglia.ac.uk/Play/8637 Preparing students for sessions Session content Engaging students with free software crosswords/word search Preparing students for sessions Session content Engaging students with free software crosswords/word search - Presented by Matt Webster https://myplayer.anglia.ac.uk/Play/8636 Tue, 21 Nov 2017 13:15:08 GMT https://myplayer.anglia.ac.uk/Play/8636 Using Powerpoint Effectively Using Powerpoint Effectively - presented by Matt Webster https://myplayer.anglia.ac.uk/Play/8635 Tue, 21 Nov 2017 11:28:17 GMT https://myplayer.anglia.ac.uk/Play/8635 Publishing from Blogging Publishing from Blogging - presented by Egle Dagilyte https://myplayer.anglia.ac.uk/Play/8634 Tue, 21 Nov 2017 10:53:09 GMT https://myplayer.anglia.ac.uk/Play/8634 Promoting digital literacy through the use of blogs Promoting digital literacy through the use of blogs - presented by Dr Egle Dagilyte https://myplayer.anglia.ac.uk/Play/8633 Tue, 21 Nov 2017 10:30:22 GMT https://myplayer.anglia.ac.uk/Play/8633 Using blogs in law to promote digital and assessment literacy and employability. Using blogs in law to promote digital and assessment literacy and employability. Presented by Dr Egle Dagilyte https://myplayer.anglia.ac.uk/Play/8630 Tue, 21 Nov 2017 09:55:51 GMT https://myplayer.anglia.ac.uk/Play/8630 Securing Your First Job Vision fro Education, Peterborough Office https://myplayer.anglia.ac.uk/Play/8612 Thu, 16 Nov 2017 15:57:48 GMT https://myplayer.anglia.ac.uk/Play/8612 Writing for Publication - Mick Healey This interactive workshop focused on writing for publication in refereed journals. Specific examples focused on writing about the scholarship of teaching and learning, and research into learning and teaching in higher education. https://myplayer.anglia.ac.uk/Play/8543 Thu, 02 Nov 2017 10:04:38 GMT https://myplayer.anglia.ac.uk/Play/8543 Transforming in Class and out of Class Student Engagement Through Active Learning Dr John Couperthwaite, Echo360 Many are now questioning the relevance of the lecture in mainstream education as learners seek personalised interaction and feedback, and more flexible ways to study (Buitendijk, 2017). However, the answer is not to replace the lecture, but to reinvent it, using technology to empower both learners and teachers. Evidence is now emerging that use of engagement tools and learning analytics in lectures can have a significant impact on critical learning measures, such as early warning of student failure (Freeman et al, 2014; Samson, 2016), and boosting retention (HEC, 2016), while also increasing learning gain and exam scores (Montpetit, 2016). https://myplayer.anglia.ac.uk/Play/8442 Tue, 10 Oct 2017 15:24:55 GMT https://myplayer.anglia.ac.uk/Play/8442 Students as Professionals Susan Smith and Mark Fisher, University of Sussex As a pilot study with a group of students on a third year optional audit module, we undertook a pilot designed to help students make the link between the professional environment and the classroom. The students became active by taking on the role of professionals performing an audit as part of the formative assignment. This group assignment involved a variety of steps including interpreting the brief, visiting the client site, interacting with client personnel to obtain information, and preparing and presenting a report to management. The audit complemented the module which involved a series of group case studies designed to encourage students to apply their theoretical knowledge. The experience provided a range of opportunities to develop employability skills in a ‘real life’ environment which cannot be fully reproduced in a class situation. https://myplayer.anglia.ac.uk/Play/8437 Tue, 10 Oct 2017 11:57:05 GMT https://myplayer.anglia.ac.uk/Play/8437 Active learning: Keeping it simple Steve McDonald, Anglia Ruskin University The term ‘Active learning’ can mean different things to different people. However, its meaning covers far more than Team-Based Learning (TBL). While TBL is an excellent and useful active learning method, this presentation will provide you with quick win ideas, based on the work of people such as Biech (2015), Dunlosky et al. (2013) and Wolff et al. (2015), who have identified how active learning can help improve educational outcomes, enabling students to reach their learning goals. Quick win active learning methods can easily be introduced into most seminars and lectures. They will not take you long to deliver or create, but can really enhance the students learning and understanding within a module and subject area. Additionally, this session shared tips and information to help you build confidence in adopting an active learning approach. https://myplayer.anglia.ac.uk/Play/8435 Tue, 10 Oct 2017 10:19:23 GMT https://myplayer.anglia.ac.uk/Play/8435 Active Learning through a Collaborative Digital Learning Project Dr Wendy Garnham and Tab Betts, University of Sussex Learning through collaboration is increasingly recognised as a useful tool for improving engagement in students (e.g. Coorey, 2016). This presentation described the development of the Padlet Project, a collaborative active learning project run in conjunction with Technology Enhanced Learning at Sussex University. The Padlet Project aims to develop student’s digital literacy skills alongside their academic knowledge base. Students enter the seminar room and work in small groups to either consolidate or extend their knowledge of the seminar topic by producing a multimedia post for a Padlet wall which acts as an online noticeboard. Rather than focusing on the seminar papers in isolation, students create a resource bank of interactive activities, extended reading and links to real-world applications as a result. https://myplayer.anglia.ac.uk/Play/8434 Tue, 10 Oct 2017 10:00:23 GMT https://myplayer.anglia.ac.uk/Play/8434 Evaluating Students&#39; Perceptions of Active Learning Pedagogies Dr Helen Kay, Tim Parker, Dr Anne Nortcliffe, Dr Oliver Lewis and Dr Dave Greenfield, Sheffield Hallam University Active learning has been shown to be effective in improving student learning when compared to more traditional lecture-based methods (Prince, 2004; White, 2015) but the link between active learning and better student engagement is still uncertain. Student ‘resistance’ to active learning has been blamed for slow adoption and even discontinuation of this pedagogy (Prince et al. 2014; Finelli et al. 2014; Borrego et al. 2010). This study surveyed 240 students on level 4 engineering and level 5 engineering management modules and was designed to explore students’ attitudes to active learning through SCALE-UP pedagogy. Existing survey scales (Nguyen et al. 2016; Entwistle et al. 2013) were used to explore relationships between students’ ‘perceived value and positivity’ towards active learning and their levels of ‘actual participation’ in SCALE-UP sessions. https://myplayer.anglia.ac.uk/Play/8433 Mon, 09 Oct 2017 16:13:35 GMT https://myplayer.anglia.ac.uk/Play/8433 Team-Based Learning in Chemistry: Inspiration, adaptation and integration Dr Graeme Jones, Dr Laura Hancock, Dr Tess Phillips, Chloe Howe, Dr Natalie Brown and Dr Daniela Plana, Keele University Traditional chemistry teaching consists of instructors working through problems in lectures, followed by students attempting similar problems which are handed in for marking and discussed in problem classes or tutorials. For many students the step from following an instructor tackle a problem to them tackling it themselves is a quantum leap. We decided that team-based learning, with its focus on problem solving in a team, would be an ideal way to help bridge the gap. This presentation will highlight our experience of adapting TBL for chemistry and chemistry for TBL, including the range of styles of MCQ questions developed and the use of visualisers to project team answers during application activities. https://myplayer.anglia.ac.uk/Play/8432 Mon, 09 Oct 2017 15:24:40 GMT https://myplayer.anglia.ac.uk/Play/8432 Tale from the North: Moving away from formal learning spaces to active learning spaces Dr Auðbjörg Björnsdóttir and Ásta Ásmundsdóttir, University of Akureyri, Iceland This session reviews the transformational process of moving from formal lecture rooms to active learning classrooms. The University of Akureyri is located in the northern part of Iceland, with approximately 2,000 students. The University has been leading in co-teaching of distance and on campus students in Iceland. In recent years, the University has moved to flexible learning, with the focus shifting to the professional development of teaching to support staff and students. One of those projects is the creation of developmental classrooms with the aim of turning them into active learning classrooms (ALCs). We will go through the process of moving from formal classroom to an ALC, the different obstacles we faced, the importance of using research-based classrooms in this process and the importance of cooperation with key faculty and students. https://myplayer.anglia.ac.uk/Play/8430 Mon, 09 Oct 2017 15:01:16 GMT https://myplayer.anglia.ac.uk/Play/8430 The 1-2-3 peer feedback cycle Dr Mike Hobbs and Elaine Brown, Anglia Ruskin University Fundamentals of Design is a core, first year undergraduate module for students in computer science. Focusing on systems analysis and design, pragmatic programming students commonly underestimated the depth of design thinking, and struggled to appreciate the assessment criteria. We structured a set of ‘feedback cycles’ to engage students in feedback as collaborative peer assessment of low-stakes draft work, building towards an individually assessed case study. Engaging in this schedule improved attendance and submission of assessment. Student feedback on the module reflected positively on the timetable of work, interactive environment, collaboration with peers, and perceived clarity of assessment criteria. The activity was seen as an authentic representation of professional practice, and developed the sorts of soft skills sought by employers. https://myplayer.anglia.ac.uk/Play/8429 Mon, 09 Oct 2017 14:16:48 GMT https://myplayer.anglia.ac.uk/Play/8429 Using Team-Based Learning to deliver a consultation skills module Simon Tweddell, University of Bradford Background Bradford introduced TBL to a final year Consultation Skills module to enhance engagement and the development of higher-level thinking skills. TBL is grounded in constructivist educational theory with students engaging with one another to solve authentic problems. Method We used the TBL-SAI instrument to collect feedback from students about their accountability, preference for, and satisfaction with TBL (1). Examination results for two TBL cohorts were compared with two pre-TBL cohorts. Qualitative module evaluation data was analysed for common themes. Results Results from the TBL-SAI showed student preference for and satisfaction with TBL and that students developed accountability to their team. Performance in examinations was 13% higher in the TBL cohort . https://myplayer.anglia.ac.uk/Play/8428 Mon, 09 Oct 2017 13:30:22 GMT https://myplayer.anglia.ac.uk/Play/8428 Prep for Pro Practice Preparation for Professional Practice Module 11 Presented by Jan Lovelle Guide to assessment - good luck everyone<p><br>Original contributor Jan Lovelle</p> https://myplayer.anglia.ac.uk/Play/9 Mon, 20 Jun 2011 13:37:57 GMT https://myplayer.anglia.ac.uk/Play/9