MyPlayer - Anglia Ruskin University MyPlayer - Anglia Ruskin University en-us International student and staff support International student and staff support - presented by Rebecca Rowntree Fri, 24 Nov 2017 14:48:32 GMT International students International students Academic Skills English Language Culture shock Academic culture Flipping the classroom - presented by Rebecca Rowntree Fri, 24 Nov 2017 13:57:49 GMT Course management Course management Consolidating course modules Standardising and rationalising feedback and assessment Student Satisfaction - presented by Claire Pike Wed, 22 Nov 2017 13:11:53 GMT Feedback Student satisfaction and assessment Feedback Student satisfaction and assessment Variation of types of assessment Diversity of students - presented by Claire Pike Wed, 22 Nov 2017 12:06:35 GMT Using wikis for group assessment Using wikis for group assessment Authentic assessment Online student collaboration presented by Claire Pike Wed, 22 Nov 2017 11:48:13 GMT Polleverywhere - Engaging Students in Lectures Polleverywhere Engaging Students in Lectures Interactivity - presented by Claire Pike Wed, 22 Nov 2017 11:33:25 GMT 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 Wed, 22 Nov 2017 11:10:59 GMT 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 Wed, 22 Nov 2017 10:41:54 GMT 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 Wed, 22 Nov 2017 09:57:43 GMT Benefitting from student diversity in the classroom Benefitting from student diversity in the classroom - presented by Matt Webster Wed, 22 Nov 2017 09:47:51 GMT Using storytelling to engage students Using storytelling to engage students - presented by Matt Webster Wed, 22 Nov 2017 09:27:18 GMT Tips and preparation for inclusive practice Tips and preparation for inclusive practice - presented by Mat Webster Wed, 22 Nov 2017 09:03:22 GMT 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 Tue, 21 Nov 2017 15:38:58 GMT Engaging Students Engaging Students - presented by Matt Webster Tue, 21 Nov 2017 13:24:03 GMT 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 Tue, 21 Nov 2017 13:15:08 GMT Using Powerpoint Effectively Using Powerpoint Effectively - presented by Matt Webster Tue, 21 Nov 2017 11:28:17 GMT Publishing from Blogging Publishing from Blogging - presented by Egle Dagilyte Tue, 21 Nov 2017 10:53:09 GMT Promoting digital literacy through the use of blogs Promoting digital literacy through the use of blogs - presented by Dr Egle Dagilyte Tue, 21 Nov 2017 10:30:22 GMT 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 Tue, 21 Nov 2017 09:55:51 GMT Securing Your First Job Vision fro Education, Peterborough Office Thu, 16 Nov 2017 15:57:48 GMT 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. Thu, 02 Nov 2017 10:04:38 GMT 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). Tue, 10 Oct 2017 15:24:55 GMT 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. Tue, 10 Oct 2017 11:57:05 GMT 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. Tue, 10 Oct 2017 10:19:23 GMT 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. Tue, 10 Oct 2017 10:00:23 GMT 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. Mon, 09 Oct 2017 16:13:35 GMT 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. Mon, 09 Oct 2017 15:24:40 GMT 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. Mon, 09 Oct 2017 15:01:16 GMT 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. Mon, 09 Oct 2017 14:16:48 GMT 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 . Mon, 09 Oct 2017 13:30:22 GMT 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. Mon, 09 Oct 2017 12:56:28 GMT &#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. Mon, 09 Oct 2017 12:51:08 GMT 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. Mon, 09 Oct 2017 12:43:04 GMT Cardiopulmonary exercise testing: Summary Cardiopulmonary exercise testing: Summary Thu, 05 Oct 2017 17:17:18 GMT Cardiopulmonary exercise testing: Panels 7-9 Cardiopulmonary exercise testing: Panels 7-9 Thu, 05 Oct 2017 17:16:19 GMT Cardiopulmonary exercise testing: Panels 4-6 Cardiopulmonary exercise testing: Panels 4-6 Thu, 05 Oct 2017 17:15:16 GMT Cardiopulmonary exercise testing: Panels 1-3 Cardiopulmonary exercise testing: Panels 1-3 Thu, 05 Oct 2017 17:14:00 GMT Cardiopulmonary exercise testing: Rationale Cardiopulmonary exercise testing: Rationale Thu, 05 Oct 2017 17:13:04 GMT Cardiopulmonary exercise testing: Aims Cardiopulmonary exercise testing: Aims Thu, 05 Oct 2017 17:11:36 GMT Talking about Teaching Seminar Oct 2017 Realising the potential of student engagement through partnership. Professor Colin Bryson and Jess Belch. Newcastle University. Thu, 05 Oct 2017 14:46:01 GMT Warm-up: Summary Warm-up: Summary Mon, 11 Sep 2017 15:37:39 GMT Warm-up: Strategy Warm-up: Strategy Mon, 11 Sep 2017 15:36:50 GMT Warm-up: PAP Warm-up: PAP Mon, 11 Sep 2017 15:36:00 GMT Warm-up: Oxygen uptake kinetics Warm-up: Oxygen uptake kinetics Mon, 11 Sep 2017 15:34:56 GMT Warm-up: Metabolic responses Warm-up: Metabolic responses Mon, 11 Sep 2017 15:33:51 GMT Warm-up: Thermoregulatory strain Warm-up: Thermoregulatory strain Mon, 11 Sep 2017 15:32:48 GMT Warm-up: Metabolism Warm-up: Metabolism Mon, 11 Sep 2017 15:31:52 GMT Warm-up: Temperature responses Warm-up: Temperature responses Mon, 11 Sep 2017 15:30:44 GMT Warm-up: Background and rationale Warm-up: Background and rationale Mon, 11 Sep 2017 15:29:39 GMT 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> Mon, 20 Jun 2011 13:37:57 GMT