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Talking About… Learning & Teaching
Talking About…Learning & Teaching
College of Social Sciences, University of Birmingham INSIDE THIS ISSUE 1 2 3 4
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- Changes to University Technology Enhanced Learning - Some College E-Learning Team Good-Byes - Education in Practice Journal - ALIS Campus: It’s a Whole New World - Introducing Dr Julie Gilson: Deputy Pro-Vice Chancellor (Student Experience) - New JISC Report on Technology for Employability - Sharing Practice: Canvas Ideas (Podcasting and Personal Tutoring) - Sharing Practice: Canvas Ideas (Attendance Tool) - The Speedy Degree: A Unique Induction Activity - A CLAD Funded Educational Enhancement Project: “Creative and Relational Thinkers: The Potential of LEGO® Serious Play®“ - Character Education – MOOC and Distance Learning MA Update
10 - Academic Development Opportunities (BEACON and PCAP)
11 - Academic Development Opportunities (Educational Enhancement Funding and Academic Practice Groups)
12
- Teaching Academy Events - TEL Hub Directory
Talking About… Learning and Teaching is published twice a year and is edited by Danielle Hinton (CoSS Instructional Design Consultant). Contributions are welcomed at any time by email to d.m.hinton@bham.ac.uk .
College of Social Sciences
Changes to University Enhanced Learning Services
Technology
To meet the University’s aspirations for Technology Enhanced Learning (TEL), including the ability to develop its Educational Enterprise (EE) portfolio, an integrated support team has been created to provide a focal point through which to drive TEL and support the EE agenda, and a critical mass to facilitate achievement of the University’s objectives in this area. The team is based on an integrated ‘hub and spoke’ approach, which builds on the business partner model. It will comprise a small core team, located within CLAD & Learning Spaces, and e-learning professionals partnered in each of the Colleges to provide a unified, consistent and coherent approach to TEL across the University.
What Does This Mean For CoSS? From the Monday the 4th of January the support for Technology Enhanced Learning (TEL) in the Colleges will be changing. This means a more holistic approach in response to TEL and opportunities for collaborative development between the TEL Hub, Academic Practice and Learning Spaces teams. TEL services for the College of Social Sciences will be arranged into two streams – one Instructional Design Consultancy and the other Core TEL Services (Canvas and related technologies). The College TEL services will combining our traditional high level of support for core TEL services with a more tailored instructional design service. Jane James (Assistant Director for Learning Environments – CLAD) comments, “I’m looking forward to leading the newly formed Technology Enhanced Learning (TEL) Hub from January 2016 onwards. We look to build on existing good practice within CoSS and across other colleges, facilitating and supporting further exciting TEL projects and initiatives. Working more closely with the Colleges will help us support local needs in line with the University’s Strategic Vision for Education.” The CoSS TEL Team going forward will include the following staff: Position Vacant (TEL Hub CoSS Partnership Manager) Danielle Hinton (Instructional Design Consultant) Dee Partridge (TEL Developer) Andy Wright (Instructional Designer & Team Manager – TILT BBS) Andy Madin (TEL Developer – TILT BBS) Stuart Duke (eLearning Support Officer) Previlla Devi (eLearning Support Officer) James Gormley (Technical Teaching Assistant – BBS)
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Some College E-Learning Team Good-Byes Change means some good-byes. We farewell the following team members who have made an invaluable contribution to TEL in the College over many years. Joe Berry (College E-Learning Manager) will be moving to become TEL Hub Partnership Manager for the Colleges of Life and Environmental Sciences (LES) and Engineering and Physical Sciences (EPS). Joe started in 2004 in the School of Education, moving to the Business School to become ELearning Manager in 2006 followed by his work as College E-Learning Manager (2008-2015). Some highlights of his time in the College include College project management (Canvas IVLE rollout & Online Marking and Feedback) and CLAD Educational Enhancement funded project (Investigating and enabling the use of Video Feedback for the College of Social Sciences). Paul Edwards (College E-Learning Developer) will be moving to the College of Medical and Dental Science to join their TEL team as a Systems Developer. Paul has been involved with a number of web-enabled programmes and projects within the College and has been responsible for the creation and development of a variety of web-based teaching and learning materials and resources since 2003. These have included data-driven web applications, web page templates and page designs, and interactive multimedia activities that incorporate internally produced audio and video content. Linda Curry (Distance Learning Manager) will be retiring to enjoy time with her family and her two Westies as well as enjoying the opportunity to immerse herself further into the running of the John Clare Society (celebrating the 19th c. Northamptonshire peasant poet), editing the Alliance of Literary Societies journal, contributing to Soroptimist International, the Sherlock Holmes Society of London and the Gaskell Society. Linda has had a variety of roles at UoB on and off over the years since joining in 1973. Most notably she has been involved in distance learning since 2004, working with the International Development Department (School of Government and Society) on their launch and distance learning expansions since 2005.
Education in Practice The teaching and learning journal of the University of Birmingham
We encourage you to explore this second issue of Education in Practice which is published at a time of change and opportunity within the higher education sector. The recent publication of the Higher Education Green Paper, ‘Fulfilling our Potential: Teaching Excellence, Social Mobility and Student Choice’, proposes the biggest change in the national framework for higher education in England since the 1992 Further and Higher Education Act led to the establishment of a series of ‘new’ universities [read more] Education in Practice provides an accessible publication route for all University staff, be they academic members of staff or members of professional and support services, looking to disseminate learning and teaching practices, ideas and developments in a scholarly and evidence informed manner.
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ALIS Campus: It’s a Whole New World Andy Wright, Instructional Designer & Team Manager (TILT), Business School Discussions around the potential for virtual reality (VR) technology to enhance learning and teaching stretch back many years now, and various attempts have been made to tap into this potential, some more successfully than others (Freina & Ott, 2015; Merchant et al., 2014; Wu et al., 2013). Over the last few months, my team has been looking into ways of harnessing the social networking capabilities of massive multiplayer online games (MMOGs) in a bespoke VR environment that we’ve developed for the Business School, based on some of the buildings and landmarks of the University of Birmingham campus. Our aim has been to produce a globally-accessible, immersive and social tool that can be used for a variety of educational purposes, including interactive audio lectures, seminars/tutorials, video playback, enhanced Library and Guild services and even events (e.g. open days, induction, alumni). Testing of the ALIS system has commenced already, and we’ve received some very favourable feedback from a range of people. Particularly satisfying for us, given our aim to produce a genuinely intuitive and engaging tool for both students and teachers, were one academic’s comments that using the ALIS lecture theatre was “more natural” than a well-known rival video-conferencing tool, and the following glowing testimonial from a third year BSc Economics student who helped us to refine the system in November: “I really like the chat bubbles concept and the environment is a comfortable setting to learn in. ALIS makes the learning experience at University more fun, especially with the lectures concept - I found the presentation and the laser pointer aspect was very useful; almost makes it seem like a real lecture instead of a virtual one!” If all goes to plan, we will be unveiling this new system sometime in mid-2016, initially as the Business School’s new ‘Pre-induction Gateway’ but also for use by the School’s External Relations team. If you’d like to know more about this project then please feel free to contact me on a.wright.2@bham.ac.uk or 0121 414 3315.
College of Social Sciences
References Freina, L., & Ott, M. (2015). A Literature Review on Immersive Virtual Reality in Education: State Of The Art and Perspectives. Proceedings of eLearning and Software for Education (eLSE)(Bucharest, Romania, April 23--24, 2015). Merchant, Z., Goetz, E. T., Cifuentes, L., KeeneyKennicutt, W., & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A metaanalysis.Computers & Education, 70, 29-40. Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education.Computers & Education, 62, 41-49.
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Introducing Dr Julie Gilson – Deputy Pro-Vice Chancellor (Student Experience) Email: j.a.gilson@bham.ac.uk The newly created post of Deputy Pro-Vice Chancellor (Student Experience) subsumes the former role of University Senior Tutor and broadens it to cover the academic, pastoral and welfare provision for all students during their time at the UoB. My main ambition in taking on the role is to provide (without proposing a one-size-fitsall approach to tutoring and welfare) a central hub through which to design, implement and consolidate a standardised system for ensuring high quality pastoral care for our students. I have reignited the Senior Tutor's Forum, and will be part of the Welfare Tutors' Forum, and through these networks am looking to disseminate best practice in the provision of welfare and to support units wishing to improve their own structures and provision. I am also updating all tutoring and welfare information - to include new training for tutors, a new online induction for incoming students and easy-to-access guidelines for tutors and tutees alike. The most important part of my job is to ensure the delivery of an integrated network of provision, and to this end I have been working closely with students, colleagues from the Student Hub, the Guild, Library Services and within all teaching units on campus. I am very open to new ideas and welcome any views on tutoring and welfare, so please do get in touch if you'd like to offer your own insight and ideas.
New JISC Report: Technology for Employability Employers are demanding that students are better prepared for work, though views on what this means in practice vary. The study found that there is wide variation in how institutions are developing student employability. Some are focusing on helping students to prepare for and obtain jobs as an end-of-programme activity (typically via careers departments). Others are treating employability as integral to curriculum design, delivery and formative/ summative assessment beginning at the start of a programme, all with a view to students taking ownership of their ’lifelong employability’. The reported case studies highlight this variation. Some reflect top-down institutional approaches driven by senior management and others where bottom-up approaches are instigated by innovators, though not necessarily taken-up more widely by the institution. Full report: http://tinyurl.com/obz4mnv • Quick read version of the report - http://bit.ly/employability-summaryreport • A document with just the HE case studies - http://bit.ly/employability-HEcasestudies In a nutshell the report includes: • The findings from the research into the challenges faced by universities and colleges and the benefits that technology can offer • An overview of the key skills employers are looking for and the opportunities offered by universities and colleges to provide those skills • A 5–dimensional model that helps to make sense of the many ways that technology can be used to enhance the development of student employability • Recommendations and guidance to programme teams, institutions and sector bodies on enhancing student employability with technology • Effective practice examples from 20 universities, FE colleges and skills providers which include highly creative uses of technology, for example in enabling student engagement with peers, staff and employers e.g. in solving real-world problems.
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Sharing Practice: Canvas Ideas Podcasting to Support Essay Writing Dr Richard North, Director of Education (School of Government and Society) I have provided several podcasts, each around 15 minutes long, on writing an essay for my module. At present there are 5 podcasts available to students on canvas, one on each of the essay questions that I have set. The aim of the podcast is to help students understand what is involved in writing an essay for my module. The podcasts set out to: i) help students understand what the question is asking of them; ii) identify some of the key readings that are relevant to the question; iii) identify some of main points that an essay on this topic would be expected to comment on; iv) explain how the essay for this module should be structured; v) and provide some general tips on writing a political theory essay.
Providing Whole Class Feedback via Weekly Podcasts Dr Cerwyn Moore, Senior Lecturer in International Relations I have trialled the use of podcasts in order to provide feedback on the POLS 330 Critical Security Studies group work and class discussion, and encourage student interaction with the reading material. I feel the podcasts will prove to be a useful tool in our teaching armoury. I also have provided feedback on briefing papers, which supplement on a voluntary basis as part of the broader teaching and learning methods on POLS 330. The audio feedback and briefing papers are very time-consuming to set up and run, and should be used sparingly to supplement conventional teaching and assessment methods. Some of the students noted that they liked the in-class discussion, and the group work on POLS 330. Others have noted that they enjoy the lectures, and follow-up work.
Using Canvas to Support the Personal Tutoring System Danielle Hinton, CoSS Instructional Design Consultant and Dr Nicola Smith Senior Lecturer in Political Science The personal tutoring system in Government & Society needed a revamp, in particular to produce a coherent and yet streamlined system whereby personal tutors could get in touch with their tutees whilst also cutting down on email traffic. We were also looking for a way cut down on the administrative burdens for both academic and admin teams as well as ensuing we provided an overall service that addressed quality assurance concerns. In order to address our requirements we are trialling in the 2015/16 academic year a system underpinned by Canvas. Firstly we create a Canvas course for each Personal Tutor populated with all their tutees. Along with general Personal Tutoring guidance (including a link to the Code of Practice) we then themed each of the three yearly meetings and created submission areas for the Pre-Meeting and Post Meeting forms. Students and staff use a system they are already familiar with (namely Canvas and SpeedGrader) to submit, access and provide/access feedback around the completed forms. The last element of the puzzle is the use of Canvas communication features to invite students to their meetings (including Announcements and Appointments).
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Trialing the Canvas Attendance Tool Dee Partridge, E-Learning Manager, School of Social Policy The Social Work academic team expressed an interest in trialling the Attendance Tool across all modules within Canvas. They wanted a simple way of recording attendance, enabling staff to quickly see individual student’s percentage figures of attendance as well as giving students the opportunity to view and monitor their own attendance record.
The process is… •
Open the canvas module you want to record the attendance in
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Click on the Attendance tab in the left hand navigation bar
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Use the arrow keys or click on the calendar icon, (top right hand of the screen, next to the date), to select the date you want to record the attendance for
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Select ‘Mark all present’
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Go through marking individual students simply by clicking on the ‘green tick’ and scrolling through the options. Options include absent, late or present.
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A grey circle with a no entry symbol represents an unmarked date. Any unmarked dates will not contribute to the percentage figures calculated for the students
Viewing the Data Canvas is able to export a report of the information gathered. The data is emailed to the recipient as an excel spreadsheet. It can be filtered by date and student or alternatively a complete report covering the whole cohort and dates can be generated.
Key Challenges As always there is room for improvement, the key limitation so far centres on a frustration that there currently is no way of recording a half day or authorised absences. The team have found a work around for the half day recordings. Drop me an email if you want to know what it is! The team have also made some changes around the timings of student access. Predominantly this was amended so as to avoid any confusion in terms of how up to date the information is. It is also worth noting that the tool is set to get even more useful as the Canvas team at Instructure have made a commitment to advance the features of the tool over the next academic year.
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The Speedy Degree: A Unique Induction Activity Dr Victoria Burns, Reader in Science Education - School of Sport, Exercise and Rehabilitation Sciences We had the opportunity to invite Dr Vikki Burns (School of Sport, Exercise and Rehabilitation Sciences) to come to the College and present to a number of interested colleagues an intriguing initiative called the Speed BSc in the Summer of 2015. The Speed BSc is based on the Speed PhD course, which was originally designed by Tony Bromley and supported by Vitae. The traditional 'Introductory' induction often consist of a series of presentations on studying at university, welfare support, sources of information etc. Whilst this may be considered necessary, it is invariably 'dry' and not too exciting for participants. As such the effectiveness is questionable. What is preferable is programme that provides a mixture of presentation of information with some real experience of finding information and completing tasks around campus. The Speed BSc is a one day induction session which combines introductory presentations with an interactive, experiential exercise, where students complete a degree in about 5 hours! It can be adapted to meet the needs of different departments and student groups, and can be made more simple or complex dependent on the resources and time available. It has gone through a series of iterations over the years, based on careful evaluation, until it reached its current version (complete with detailed Speed BSc pack which includes student mentor and tutor guides, challenges, scoresheets and timetables). The aim of the Speed BSc is to encourage students to get to know each other, to meet some more senior students (student mentors), to find their way around campus, and to start to think about the independent approach to learning at university. Each of the allocated tasks require students to work together effectively, to find the information they need from a variety of resources, and to plan their time to get everything done. The Speed BSc ran in the School of Sport, Exercise and Rehabilitation Sciences in September 2015 with over 300 first year students.
Speed BA (Education Pilot) Dr Kevin Myers inspired by the SportEX Speed BSc created a 2 day Speed BA for the 75 students arriving in the Education and Social Justice department in September 2015. Students taking either the standard three year programme or a number of shorter programmes (from around the world) took part in the innovative induction experience. Kevin notes, “One of the things I'm really pleased about is that we got some academic work, using the library, taking notes, discussion and presentation in days 1 and 2. Initial feedback has been really positive and there's a much better vibe from the group as a whole compared to other years.”
Speed Liberal Arts Degree Dr Julie Gilson also drew on the Speed BSc concept to develop and run a 2 day Speed Liberal Arts degree. Students explored 'Years 1-4' of their degree over 2 days and really had the time to get to know each other well gaining a much better visual roadmap of their degree.
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A CLAD Funded Educational Enhancement Project “Creative and Relational Thinkers: The Potential of LEGO® Serious Play®“ Danielle Hinton, CoSS Instructional Design Consultant) and Sarah King, Academic Practice Advisor, CLAD Innovative pedagogy utilising LEGO® Serious Play® (LSP) has the potential to enhance Birmingham’s existing enquiry-based learning for both educators and students. Innovative LSP modelling presents opportunities for students to explore their thinking on ways that enhance their learning experiences, develops creative enquiry skills and fosters teamwork and self-reflection. The outcome offers learning that is more relational and less instrumental (Skemp, 1976). LEGO® Serious Play® (LSP) is a unique and innovative enquiry based learning methodology designed to scaffold deep engagement with the development of creativity, innovation, problem solving, team working and reflection. These are all key employability skills reflected in the University’s Vision for Birmingham Learning. The “hands-on” approach also provides a unique opportunity to develop a more inclusive curriculum offering for particular student groups (international, foundation year, Liberal Arts, A2B, dyslexic/ADHD etc). Through a process of facilitated metaphorical modelling, participants in the LSP process assign meanings to materials they have created in order to illustrate and unlock values, processes, relationships and thinking. Physical building processes have the ability to help unblock habitual thinking patterns, support multimodal learning styles and needs and aid the emergence of solutions - opening up a “new path for free, creative and expressive thinking” (Gauntlett, 2007, p. 130).
Project Aims 1. Explore current practice and undertake facilitator training in the LEGO® Serious Play® (LSP) methodology in order to develop a new strand of enquiry-based learning techniques and tools. 2. Disseminate LSP training tailored for Birmingham through the creation of staff focused CPD workshop(s) Potential themes include transforming teaching delivery, experiential education and inclusive curriculum. 3. Pilot a LSP workshop to provide students taking the CoSS Professional Development module with a framework for developing skills of critical reflection in regards to work placements.
Sneak Peak In late October 2015 we ran an initial pilot LSP workshop with 10 colleagues focusing on Exploring Professional Identity. An example response to a “build a…” activity is illustrated right. References Sharples, M. et al (2014). Innovating Pedagogy 2014: Open University Innovation Report 3. Milton Keynes: The Open University. Skemp, R. R. (1976). Relational understanding and instrumental understanding. Mathematics Teaching, 77, 20-26.
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Character Education – MOOC and Distance Learning MA Update Dr Tom Harrison, Director of Development and Danielle Wartnaby, Research Officer - Jubilee Centre, School of Education After a hugely successful first run of the What is Character? Virtue Ethics in Education MOOC (online course) the Jubilee Centre has delivered the course for a second time, attracting more than 4,600 registrations from learners across the world. The course, which will run again in February 2016, provides an introduction to not only the Centre's work, but also the wider debates in the field of character and character education. Running for two weeks, the course explores virtues and the role they play in helping both individuals and society flourish. Tapping into an increasing interest in character education and answering important questions such as, what is character and character education, why is it important and can it be taught?, the course draws on insights from leading experts at the Jubilee Centre, as well as hearing from practitioners with first-hand experience of the transformative power of implementing character education in day-today practices within a school. Delivered in partnership with FutureLearn, the two courses combined have reached over 11,600 people interested in character education and virtue ethics and have generated extensive discussion about the caught/taught debate, whether character should be taught in schools, and how it should be taught. Altogether, more than 15,000 comments have been posted by learners on the course discussion boards demonstrating widespread engagement with the topic. The course also provided an excellent taster course for anyone interested in further study in the area of character education, coinciding with the University of Birmingham's launch of a brand new MA in Character Education. The School of Education at the University of Birmingham is developing an exciting new MA in Character Education. This distance learning programme will commence in September 2016; taught by expert members of the Jubilee Centre for Character and Virtues. This MA programme, the first of its kind, will give students across the globe access to the latest research on character education and equip them with the tools to enable them to subsume it into their own practice. The programme will enhance cross-cultural knowledge, understanding and learning about the theory and practice of character education, bringing benefits to both individuals and societies. The design of the programme will allow room for student to student, and student to teacher, debate, dialogue and critical analysis of the link between character virtues and individual and societal flourishing. The programme will provide students with a broad multidisciplinary knowledge and understanding of how key theories in psychology, philosophy and education inform planning, administration, policy and professional practice. Through modules including various forms of assessment, and dedicated personal tutorial support, students will learn to critically evaluate education research from theoretical and methodological perspectives in order to contribute to character education, and will gain fundamental skills in data analysis and critical thinking, which can be applied to their own professional contexts. This programme is aimed primarily at those looking to establish new, or enhance existing, knowledge and skills in the field of character education. Studying at a distance means students can learn from anywhere, such as at home or in the workplace, in the UK or overseas.
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Academic Development Opportunities Dr Petia Petrova, Academic Practice Advisor, CLAD CLAD provides a wide range of academic development opportunities. These include A. BEACON - HEA Professional Recognition B. Postgraduate Certificate in Academic Practice (PCAP) C. Educational Enhancement Funding (EEF) D. Academic Practice Groups
A. BEACON – HEA Professional Recognition HEA Fellowship is an international recognition of a commitment to professionalism in teaching and learning in higher education and demonstrates that your practice is aligned with the UK Professional Standards Framework (UKPSF). Beacon aims to build engagement with the UK Professional Standards Framework across the institution and provide a route to recognition for experienced staff and for those not served by existing HEA accredited programmes (e.g. librarians, learning technologists and skills support staff). Staff are encouraged to apply for Fellowship and Senior Fellowship of the HEA through the ‘Beacon’ Scheme run by CLAD. Submissions comprise a written piece supported by referee statements. Forthcoming orientation workshops will be run on the following dates which you are encouraged to book attendance: • • • •
7th January 2016, 10am-1pm 11th January 2016, 10am-1pm 4th February 2016, 1-4pm 10th February 2016, 1-4pm
Find out more via the Beacon programme Canvas course or email beacon@contacts.bham.ac.uk
B. Postgraduate Certificate in Academic Practice (PCAP) The Postgraduate Certificate in Academic Practice (PCAP) is a 60-credit Masters level programme for academics with a substantive teaching and assessment role at the University. The overall aim of the programme is to provide a comprehensive preparation for the learning and teaching aspect of an academic role, and to relate this to wider responsibilities associated with professional practice such as research and academic leadership. All probationary academic staff with a substantive teaching and assessment role are required to complete the full 60 credit PGCert in Academic Practice. This applies to all those who joined the institution from November 2011. PCAP is also open to non-probationary staff for CPD purposes.
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The PCAP programme consists of three 20-credit modules: • • •
Module 1: Foundation of Learning and Teaching in Higher Education (20 credits at M Level) Module 2: Effective Academic Practice in Higher Education (20 credits at M Level) Module 3: Optional module (20 credits at M Level) o Designing Higher Education Research o Learning in the Digital Age o Supporting Learning through Assessment and Feedback
For more information please email: pgcertenquiries@contacts.bham.ac.uk
C. Educational Enhancement Funding (EEF) Do you have an idea to improve the educational experience of our students? The University has funds available to support educational enhancement projects for 2013-17. Staff projects: up to £30,000 • Staff expression of interest deadline: • Staff final applications deadline:
11th January 2016 29th February 2016
Student projects: up to £1,000 • Student applications deadline:
29th February 2016
Decisions and feedback to all applicants:
w/c 21st March 2016
Information & guidance is available from www.intranet.birmingham.ac.uk/clad/projects and cladprojects@contacts.bham.ac.uk
D. Academic Practice Groups There are two groups that are convened: Reading Group • monthly • topics - from practical teaching guides to philosophy of education Further information: Marios Hadjianastasis m.hadjianastasis@bham.ac.uk Writing Group • focussed writing, away from distractions, in the company of others • writing days 9:30-16:30 Further information: pgcertenquiries@contacts.bham.ac.uk
“As the Teaching Excellence Framework (TEF) approaches, it’s vital to talk about teaching again, reflect on the challenges and find solutions together.” Kirsten Hardie, University of Bournemouth
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Teaching Academy Events Personalised learning: how adaptive learning needs adaptive testing Location: IBR Seminar Room Date(s)Wednesday 20th January (13:00-15:00) Contact: StokerP@adf.bham.ac.uk Registration URL: http://www.download.bham.ac.uk/onlinecomms/ecards/mds/11885-Education-MDS-e-cardst3.html This event is led by Zoe Price, Elsevier and lunch will be provided. It is part of the education@MDS Seminar Series in association with the Teaching Academy. This series of interactive sessions will run approximately fortnightly throughout the academic year and will address a wide range of educational topics. They will offer you the opportunity to discuss issues and will be a forum for sharing ideas and good practice with colleagues, including pedagogic research.
Staff-student collaboration Location: Arts LR1 Date(s): Wednesday 10th February (16:00-18:00) Register: teachingacademy@contacts.bham.ac.uk Staff-Student Collaboration led by Rachel Canty and Andrew Davies. Third event in the Teaching Academy seminar series in CAL. Primarily aimed at CAL staff but all welcome. How welcoming is 'Welcome'? New
perspectives and initiatives on undergraduate induction in CAL Location: Arts LR1 Date: Wednesday 27th April (16:00-18:00) Register: teachingacademy@contacs.bham.ac.uk How welcoming is 'Welcome'? New perspectives and initiatives on undergraduate induction in CAL. Event led by Helen Murray and Ruth Whittle. Final event in the Teaching Academy seminar series in CAL. Primarily aimed at CAL staff but all welcome. Refreshments available.
For more events: https://intranet.birmingham.ac.uk/staff/teaching-academy/events/index.aspx
CoSS Technology Enhanced Learning Team Position Vacant (TEL Hub CoSS Partnership Manager) Danielle Hinton (CoSS Instructional Design Consultant) Email: d.m.hinton@bham.ac.uk Tel: 43468 Dee Partridge (CoSS TEL Developer) Email: D.PARTRIDGE@bham.ac.uk@bham.ac.uk Tel: 45734 Andy Wright (Instructional Designer & Team Manager – TILT BBS) Email: A.Wright.2@bham.ac.uk Tel: 58832 Andy Madin (TEL Developer – TILT BBS) Email: d.m.hinton@bham.ac.uk Tel: 43315 Stuart Duke (eLearning Support Officer) Email: S.D.DUKE@bham.ac.uk Tel: 58397 Previlla Devi (eLearning Support Officer) Email: P.DEVI@bham.ac.uk Tel: 46235 James Gormley (Technical Teaching Assistant – BBS) Email: J.Gormley@bham.ac.uk Tel: 48315
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