MyPlayer - Anglia Ruskin University https://myplayer.anglia.ac.uk/ MyPlayer - Anglia Ruskin University en-us 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 Flipped, authentic and problem-based labs Dr Paul Holland and Rhian Kerton, Swansea University Students in the College of Engineering at Swansea University often spend more than a third of their contact hours in laboratories. Generally practical laboratory sessions are only seen as a way of re-enforcing material delivered in lectures. However, careful design of laboratories using a variety of pedagogical approaches deeply develop and enhance students’ practical, design and communication skills in a way that isn’t possible in other delivery formats. This session reports on how a new laboratory based module for medical engineers, ‘Biomedical Instrumentation’, was designed to employ new pedagogical approaches following attendance at a HEA event ‘STEM pedagogies: Best practice considerations’ at Southampton University in July 2016. The motivation for this work was to move to interactive laboratories through real-time collaborative design and problem solving activities to enable deep experiential learning experiences. https://myplayer.anglia.ac.uk/Play/8427 Mon, 09 Oct 2017 12:56:28 GMT https://myplayer.anglia.ac.uk/Play/8427 &#39;So many ideas on how to use the space!&#39;: Creating spaces for active learning Kristian Rogers, Sarah Ney and Peter Bryant, London School of Economics and Political Science LSE has been engaging in a process of teaching and learning redesign centred on supporting students to become active participants in their learning. One of the challenges has been providing spaces for students and teachers to support a variety of modes of active learning. Over the last three years, we have been researching and designing new spaces to support active learning inside and outside the classroom. Extending beyond the use of flexible furniture, this project has drawn on the critical importance of light, colour, technology, the outside world and imagery to support both active learning practices and the motivation of staff to try something different. This presentation shared findings from our pilot studies and provide attendees with a learning-in-action toolkit developed by our institution that supports the collaborative design of spaces for active learning. https://myplayer.anglia.ac.uk/Play/8426 Mon, 09 Oct 2017 12:51:08 GMT https://myplayer.anglia.ac.uk/Play/8426 Keynote: Designs for Active Learning – Active Learning Conference Professor Mike Sharples, The Open University Active learning can increase engagement, retention and performance, but is difficult to achieve online. Learning platforms have been criticised for promoting passive learning from watching videos and reading texts. Professor Sharples will discuss designs for active learning with examples from flexible learning rooms, the FutureLearn platform and nQuire-it, a platform for inquiry-based science learning. These have been developed through processes of pedagogy-led design to support learning through conversation, collaboration, peer review, field work and inquiry. The keynote will describe successes with these platforms, and issues including learner attitudes, sustained motivation and facilitation. We’re now exploring how hybrid courses, formative analytics, reputation management, and dynamic assessment can offer new forms of active learning for campus students in ‘flipped classroom’ mode alongside open access learners. https://myplayer.anglia.ac.uk/Play/8424 Mon, 09 Oct 2017 12:43:04 GMT https://myplayer.anglia.ac.uk/Play/8424 Cardiopulmonary exercise testing: Summary Cardiopulmonary exercise testing: Summary https://myplayer.anglia.ac.uk/Play/8415 Thu, 05 Oct 2017 17:17:18 GMT https://myplayer.anglia.ac.uk/Play/8415 Cardiopulmonary exercise testing: Panels 7-9 Cardiopulmonary exercise testing: Panels 7-9 https://myplayer.anglia.ac.uk/Play/8414 Thu, 05 Oct 2017 17:16:19 GMT https://myplayer.anglia.ac.uk/Play/8414 Cardiopulmonary exercise testing: Panels 4-6 Cardiopulmonary exercise testing: Panels 4-6 https://myplayer.anglia.ac.uk/Play/8413 Thu, 05 Oct 2017 17:15:16 GMT https://myplayer.anglia.ac.uk/Play/8413 Cardiopulmonary exercise testing: Panels 1-3 Cardiopulmonary exercise testing: Panels 1-3 https://myplayer.anglia.ac.uk/Play/8412 Thu, 05 Oct 2017 17:14:00 GMT https://myplayer.anglia.ac.uk/Play/8412 Cardiopulmonary exercise testing: Rationale Cardiopulmonary exercise testing: Rationale https://myplayer.anglia.ac.uk/Play/8411 Thu, 05 Oct 2017 17:13:04 GMT https://myplayer.anglia.ac.uk/Play/8411 Cardiopulmonary exercise testing: Aims Cardiopulmonary exercise testing: Aims https://myplayer.anglia.ac.uk/Play/8410 Thu, 05 Oct 2017 17:11:36 GMT https://myplayer.anglia.ac.uk/Play/8410 Talking about Teaching Seminar Oct 2017 Realising the potential of student engagement through partnership. Professor Colin Bryson and Jess Belch. Newcastle University. https://myplayer.anglia.ac.uk/Play/8409 Thu, 05 Oct 2017 14:46:01 GMT https://myplayer.anglia.ac.uk/Play/8409 Warm-up: Summary Warm-up: Summary https://myplayer.anglia.ac.uk/Play/8279 Mon, 11 Sep 2017 15:37:39 GMT https://myplayer.anglia.ac.uk/Play/8279 Warm-up: Strategy Warm-up: Strategy https://myplayer.anglia.ac.uk/Play/8278 Mon, 11 Sep 2017 15:36:50 GMT https://myplayer.anglia.ac.uk/Play/8278 Warm-up: PAP Warm-up: PAP https://myplayer.anglia.ac.uk/Play/8277 Mon, 11 Sep 2017 15:36:00 GMT https://myplayer.anglia.ac.uk/Play/8277 Warm-up: Oxygen uptake kinetics Warm-up: Oxygen uptake kinetics https://myplayer.anglia.ac.uk/Play/8276 Mon, 11 Sep 2017 15:34:56 GMT https://myplayer.anglia.ac.uk/Play/8276 Warm-up: Metabolic responses Warm-up: Metabolic responses https://myplayer.anglia.ac.uk/Play/8275 Mon, 11 Sep 2017 15:33:51 GMT https://myplayer.anglia.ac.uk/Play/8275 Warm-up: Thermoregulatory strain Warm-up: Thermoregulatory strain https://myplayer.anglia.ac.uk/Play/8274 Mon, 11 Sep 2017 15:32:48 GMT https://myplayer.anglia.ac.uk/Play/8274 Warm-up: Metabolism Warm-up: Metabolism https://myplayer.anglia.ac.uk/Play/8273 Mon, 11 Sep 2017 15:31:52 GMT https://myplayer.anglia.ac.uk/Play/8273 Warm-up: Temperature responses Warm-up: Temperature responses https://myplayer.anglia.ac.uk/Play/8272 Mon, 11 Sep 2017 15:30:44 GMT https://myplayer.anglia.ac.uk/Play/8272 Warm-up: Background and rationale Warm-up: Background and rationale https://myplayer.anglia.ac.uk/Play/8271 Mon, 11 Sep 2017 15:29:39 GMT https://myplayer.anglia.ac.uk/Play/8271 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