MyPlayer - Anglia Ruskin University MyPlayer - Anglia Ruskin University en-us 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 Warm-up: Aims Mon, 11 Sep 2017 15:27:53 GMT Copyright - Fair use and tips Excerpt from webinar Fri, 01 Sep 2017 13:35:37 GMT Copyright - What is Copyright? Excerpt taken from webinar Fri, 01 Sep 2017 11:35:28 GMT Copyright - Tips Excerpt taken from a webinar Fri, 01 Sep 2017 11:33:18 GMT Copyright - Copying Questions Excerpt taken from a webinar Fri, 01 Sep 2017 11:28:52 GMT Copyright - Photographs in the LMS Excerpt taken from a webinar Fri, 01 Sep 2017 11:25:47 GMT Copyright - Music in the LMS Excerpt taken fro a webinar Fri, 01 Sep 2017 11:24:01 GMT Copyright - Film in the LMS Excerpt taken from a webinar Fri, 01 Sep 2017 11:19:26 GMT Copyright - Digitisation of Books/Texts Expert from webinar Fri, 01 Sep 2017 11:15:22 GMT Copyright - Creative Commons Expert taken from webinar Fri, 01 Sep 2017 11:09:31 GMT Copyright - Breaching Copyright Excerpt taken from a webinar that people might find useful Fri, 01 Sep 2017 10:56:39 GMT Early Insights: Understanding the value of the specialist practitioner qualification Jane Young and Kellie Norris The specialist practitioner qualification, District Nurse (SPQDN), is a national specialist post-registration qualification. After a six-year absence from Anglia Ruskin University, the SPQDN program was re-established in January 2014. There is little national research to understand the value of the SPQDN qualification or to understand students learning and teaching needs. Using a qualitative approach, we conducted four Focus Groups over two years, Cambridge and Chelmsford Campus mapping to QNI voluntary standards and ‘being a student’. Early findings include understanding political and organisational agendas are important for the students, which increases confidence in team working and patient care delivery. Fri, 11 Aug 2017 13:50:41 GMT RawTag: Art and Education for Sustainability Dr Beatriz Acevedo After many years of teaching ethics and responsible business, it is evident that without a clear personal engagement these ideas tend to be theoretical and abstract. This presentation concerns a proposal merging active learning, student engagement and art in education for sustainability in a project called RawTag. RawTag has two clear dimensions: it's an educational process, where the pedagogical event sparks discussions and transformations, and it has an artistic manifestation: in the pedagogical event and also in a material installation. RawTag has been exhibited in the Cambridge Sustainability Residency (2015) and also recently in Espacio Gallery (London). The next step for us is to use this approach in a core module on Responsible Business, where 250 students will get involved with the RawTag methodology while reflecting on social responsibility, ethics, and sustainable alternatives. Fri, 11 Aug 2017 10:54:24 GMT Virtual Learning Flipped Professor Eugene Giddens and John Walsh This paper addresses the potentials and pitfalls of flipping the virtual classroom. Eugene and John start with the premise that a modular experience potentially fragments student learning, increasing isolation within a digital campus, especially in competition with other social media. Whilst course-level LMS aim to bring cohesion, our experience under Sharepoint was that such spaces lacked virtual footfall and engagement. Their project, Virtual Learning Flipped, aimed to bring the camaraderie and goodwill found in live course events to virtual spaces, by encouraging English, Writing, and Film students to produce their own virtual enhancement content. Results were mixed, as our paper shows. Tue, 01 Aug 2017 13:36:10 GMT Recorded Lectures: What impact on student attendance? Dr Egle Dagilyte and John Walsh One of academic staff's concerns at Anglia Law School is whether the drop in student class attendance could be correlated with recorded lectures being uploaded onto the VLE/LMS, should the university decide to adopt an ‘all lectures recorded’ policy. Given that the pedagogic literature on this question is inconclusive, we conducted an online survey with our law students and analysed its results against the student attendance electronic data and the analytics of recorded lectures’ viewing statistics on VLE over two academic years. In this paper, we'll be sharing the preliminary project findings and discuss the impact they may have on our university’s and Law School’s future lecture recording policies. Tue, 01 Aug 2017 09:58:28 GMT Museum-based teaching and learning in HE Dr Michelle Sheehan Michelle highlights the teaching and learning opportunities arising from collaboration between universities and museums. She focuses on an independent learning module which she's running in collaboration with Wisbech Museum and Cambridge County Council which she hopes to develop into a permanent module. Students visit the museum and town with Michelle and then develop a temporary exhibition for the following autumn based on any topic which falls within the broad remit of language and linguistics. The experience empowers students as subject experts and also encourages creativity as they apply their knowledge and skills to something new. Mon, 31 Jul 2017 14:28:38 GMT Students’ academic induction and transitions: what does excellence look like? Dr Adam Longcroft This presentation explores how we can help our students manage the tricky transition to university and how we can support them to integrate into our community of scholars. Mon, 31 Jul 2017 12:55:01 GMT Evaluation of student engagement with feedback: feeding forward from feedback Dr Dan Gordon With the advent of developments in assessment strategies and styles, a range of feedback approaches have started to become more prominent within the University. These range from the traditionally orientated written feedback through to less personal forms such as Grademark where standard phrases are used to facilitate the process. An alternative approach that has been successfully trialled for a number of years within Sport and Exercise Sciences is Audio Feedback. Using a system (Project Lighthouse) metrics will be presented to show how students engage with different forms of feedback and how this information is assimilated and fed-forward. Mon, 31 Jul 2017 12:47:23 GMT Reducing the distance: face-to-face activities to augment online learning Andy Brady Distance Learning (DL) has grown, is growing, and will almost certainly continue to grow as part of our portfolio, but sometimes it can be difficult to offer our DL students an experience comparable with those on campus. This session looks at ways of enhancing DL, in particular focusing on the Summer School held for Charity & Social Enterprise students, supported by the Course Leader Fund. I'll offer some practical lessons learnt from this specific activity, and we can discuss the relationship between DL and Face-to-Face more broadly, which may be timely as our LMS enters a new era. Mon, 31 Jul 2017 10:07:34 GMT Increasing student engagement by understanding and managing mutual expectations between our students and our University Natalie Kite Students are becoming a more informed group, shaping their university choices and expectations through a range of resources. Many students are becoming more critical and less accepting of institutional sources, placing a greater reliance on social sources to shape their expectations of university life. This case study builds on Bordia, Bordia and Restubog’s (2015) model of the formation of the psychological contract through either institutional or social sources. The purpose of the research is to develop the space between the institutional and social sources through a communication between current and new students to improve transition to Anglia Ruskin University. Fri, 28 Jul 2017 15:19:42 GMT Anglia Ruskin – an entrepreneurial university? A view from the Enterprise Academy Marcia Baldry and Professor John Thompson There are many (differing) views on what constitutes an Entrepreneurial University. The base definition for this presentation will be three reports from NCGE (The National Council for Graduate Entrepreneurship) and associated partner institutions in 2005, 2008 and 2009. Here the emphasis was on student employability, the need for direct interventions in every Faculty, and the value of embedding activities and initiatives within the credit-bearing curricula. In this presentation we will first critique the relevance and merits of these ambitious proposals and discuss what might be implied by a relevant business model – who would be doing what, why and how. Fri, 28 Jul 2017 14:25:33 GMT Implementation and evaluation of letter-based grading system: a pilot Dr Sebastian Rasinger A key concern for student achievement is the often de facto capping of marks at around 80-85%, which a clustering of marks in the 70s and little differentiation and often a disregard of grade level descriptors. This session discusses the results of a pilot study in English and Media which introduces the use of a letter-based grading system. A first analysis shows that markers are more likely to award grades at the high end of the scale – 85% or even 95% – and a clear mirroring of the language of grade descriptors in their feedback. Fri, 28 Jul 2017 14:06:48 GMT Building an inclusive learning media lab Dr Sally Everett, Marcus Hanwell, Steve McDonald and Mark Constable We need to think creatively about inclusive curriculum design and ensure our curriculum promotes success among all students (Morgan and Houghton, 2011). The Business School has been removing barriers to learning by embracing the creative opportunities of digital technology. In building two new inclusive learning labs run by student interns and staff equipped with green screen, teleprompter and software (e.g. Supportive Speech Recognition), we've been transforming the way we co-develop and deliver learning materials. Fri, 28 Jul 2017 13:15:51 GMT Evaluating the impact of the Pedagogic Research Directory Dr Simon Pratt-Adams and Mark Warnes This study reports on the first stage of a research project into the impact of a Pedagogic Research (PedRes) Directory in one UK Higher Education institution. The session aims to demonstrate how to build a directory to best serve the learning and teaching community, in the pursuit of capturing teaching excellence. Fri, 28 Jul 2017 12:02:31 GMT Developing responsible leaders: how to embed sustainability into undergraduate education Dr Caroline Rook This study explores how an undergraduate degree course in Human Resources Management at a UK Business School develops future HR professionals and leaders. Specifically, this research examines the pedagogic content of the course and how students develop a sustainable sense of self during their undergraduate education. Fri, 28 Jul 2017 11:56:58 GMT Inclusive materials and assessment: results of an audit and recommendations Dr Julian Priddle This short session presents the results of audits of learning materials and forms of assessment in the Faculty of Science & Technology. It highlights the most prevalent departures from inclusive/accessible practice and makes recommendations for 'quick wins' to improve inclusivity. Fri, 28 Jul 2017 11:52:44 GMT Copyright and the LMS Jason Williams and Katy Humphreys The advent of our new LMS and the ease with which digital items can be uploaded, streamed, and shared through it, means having a grasp of copyright issues has never been more important. Tue, 25 Jul 2017 15:08:21 GMT Embedding Digital Literacy in the Curriculum George Evangelinos The presentation showcases a model, processes and tools for embedding digital literacy in the curriculum through the use of the ARU digital literacy framework. The model builds on previous research that investigated the EU DIGCOMP framework for its appropriateness for defining and measuring the digital capabilities of students and staff involved in higher education. An example will be presented on how this model has been utilised to embed the digital-literacy characteristics of pilot programmes of study. Applying the model of embedding digital literacy to practice has presented implications on aspects of the curriculum design/delivery and quality assurance. Tue, 25 Jul 2017 14:39:54 GMT What do universities mean by &#39;excellent teaching&#39;? – Dr Matthew Williamson Dr Matthew Williamson from University of Glasgow will discuss what universities mean by 'excellent teaching'. The development of a ‘Teaching Excellence Framework’ is the latest attempt to define and measure what makes for quality learning at university. Fri, 14 Jul 2017 13:49:10 GMT Montage of Learning and Teaching Conference 2017 A montage of the pictures and tweets from Engage, the Annual Learning and Teaching Conference. Wed, 12 Jul 2017 14:48:22 GMT VC address - Learning and Teaching Conference 2017 Our VC, Professor Iain Martin giving the address 'What might university education look like in ten years? Issues for education strategy' Wed, 12 Jul 2017 11:07:34 GMT Keynote - Learning and Teaching Conference 2017 Our keynote speaker was Professor Jacqueline Stevenson of Sheffield Hallam University. Jacqueline's keynote focused on 'Reconceptualising the retention puzzle through the lens of student resilience'. Tue, 11 Jul 2017 10:55:50 GMT Directed Independent Learning: Approach &amp; Examples Presented by Liz Thomas Mon, 19 Jun 2017 09:29:41 GMT The Beauty of Simplifying IT The Beauty of Simplifying IT Dean Nelson Fri, 16 Jun 2017 15:04:32 GMT Innovation through Interconnection EQUINIX Innovation through Interconnection - Meet you at the Digital Edge Russell Poole, Managing Director UK Fri, 16 Jun 2017 14:29:18 GMT Students’ Academic Induction and Transitions: What does Excellence Look Like? – Dr Adam Longcroft Dr Adam Longcroft presented a fascinating session at one of Anglia Learning & Teaching's 'Talking about Teaching seminars' about students' academic induction and transitions. Thu, 11 May 2017 16:06:38 GMT test test Tue, 02 May 2017 13:17:54 GMT test test Thu, 20 Apr 2017 15:49:12 GMT How to share a video that is in your Personal Category Uploading media to your Personal Category is useful way of keeping things private for your eyes only. You can, howvere, share links to that media, but there's a step you have to do first before that can happen. Thu, 06 Apr 2017 11:35:06 GMT What do universities mean by ‘excellent teaching’? – Talking about Teaching (2016/17) Dr Matthew Williamson from University of Glasgow will discusses what universities mean by 'excellent teaching'. The development of a ‘Teaching Excellence Framework’ is the latest attempt to define and measure what makes for quality learning at university. Wed, 15 Mar 2017 10:08:23 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