A vlog by Dr Dan Allen @DAllen110 about his first experiences of using Blackboard Collaborate in facilitating learning
Is one of your New Year’s Resolutions to develop your teaching practice? Joining the #creativeHE network could help you achieve this goal and there are many ways you can get involved.
The main action for #creativeHE happens via the Google+ community. This is an informal learning space where we share ideas and resources to help us develop our teaching practices. We also use #creativeHE on Twitter and the Creative Academic magazine as ways to share and develop. There are regular #creativeHE weeks which contain specific activities to explore and maximise our creativity. In the North West, we also hold regular meet-ups where we play with educational approaches and tools, share our lunch and grow our networks. More information on each of these below…
This month’s meet-up is hosted by us at the University of Salford and will be held in Mary Seacole Building, room 302 from 12:00-14:00. We will be exploring how we facilitate ideas generation using Ketso, other tactile approaches and using technology. Join us for a couple of hours of educational playtime. Find out more…
Explore together fresh, alternative and novel ways to transform learning, teaching and assessment into creative and diverse practice. Let’s make it a bit or a lot more stimulating. Just imagine how our ideas can grow and evolve when we share them and learn together. The plan is:
So what’s stopping you from getting involved? Just 5 minutes involvement can spark an idea that will influence your development as an educator. You will see the benefits and your students will too!
See you on the dancefloor 🙂
A post by Dr Daiga Kamerāde @dkamerade
Teaching quantitative data analysis methods to social sciences students is a challenge. Students usually do not enjoy studying quantitative methods– they often see them as scary, irrelevant and boring. Many fail because of the lack of an engagement with the module. However, as our experiences from teaching a quantitative research methods module to second year undergraduate students in sociology and criminology at University of Salford suggests, this challenge can be successfully addressed by introducing a real-life data analysis as an assessment for this module.
In 2016/2017 we drew on an existing long-term collaboration with the Greater Manchester Centre for Voluntary Organisation (GMCVO) to bring a new and innovative real data analysis project to the quantitative methods classroom. As part of their QRM module at Salford, students had to complete a data analysis assessment using real data collected by GM TalentMatch team as part of their Big-Lottery funded project on young unemployed people. The research carried out by the students looked to identify whether volunteering had an impact for young people with a number of barriers to employment in their journey to work. The teaching team, Daiga Kamerāde and Sara Grace, helped to identity the specific questions that the GM TM team wanted to answer using the data and then translated them into assessment tasks for students. The students had to answer these questions using the data made available to them and had to produce a professionally prepared research report. After all reports were marked by the teaching team, the best of them, with permission from the students, were shared with the GM TM team. To celebrate this collaboration students received certificates of achievement from the GM TM team in a special awards ceremony.
Students clearly enjoyed participating in this project. One of the students, Steph Hevingham, in the awards ceremony said:
“It felt really good to work on real data from a real charity. There’s a real sense of achievement for us as students because we have analysed data and our findings are going to be used by the charity to see where this approach works. We have all got a sense of satisfaction knowing that the results of the research will help to change people’s lives by influencing policy and practice in the future’’
Other students also noted that this assessment helped them to understand the real uses of quantitative data, to become more informed users of research evidence and most importantly, to change their prejudices against ‘numbers and quants’.
The real life data analysis assessment was also very positively perceived by our industry partners. Katherine Bird, senior project officer at Greater Manchester Talent Match, said:
“The relationship we have built with the university during the research has been brilliant. We were so impressed by all of the students’ dedication to the research and we are pleased that we are able to reward them for their hard work. We look forward to further collaboration which will in turn benefit young people across Greater Manchester.”
The teaching team will be continuing to work with the programme and other partners to identify where we can carry out further research.
A team of Mental Health Nurse academics in the School of Health & Society have successfully secured Erasmus funding for an initiative instigated through Dr Elizabeth Collier’s external links. The successful team comprising Dr Angela Cotton, Gary Lamph, Dr Gillian Rayner and Dr Julie Wray secured funding for the project entitled:
Issues of Stigma, as a challenge across European countries (in spite of emphases upon positive approaches recovery-orientated practices) will be a focus, alongside competencies in supporting social inclusion and strengthening self-efficacy with a view to increasing a sense of involvement via a shared understanding, equality and a dialogical approach.
Students will develop their competencies in mental health and Information Communications Technology (ICT), through a tripartite learning model. Engagement with service users in co-producing materials for mental health education is central, along with International co-operation between partners throughout Europe (future and current professionals, service users and academics).
A participatory research design is planned, exploring the knowledge triangle between education, research and mental health care settings in the creation of knowledge to inform practice (tripartite model). This will involve international co-operation with equal partners in development of a way of working that values and respects those involved – i.e. co-production. E-Learning and E-Health are central, with an emphasis on ‘learning through doing’.
Educational materials will use ‘Gamification’ (principles from computer game-design and applying these to learning in a non-game context). Learning methods used in the project will be made available to all, with dissemination activities and e-Learning materials being made available online’.
We are proud to have been successful in this collaborative €313,135 bid and excited about the opportunities this provides for us to network and learn from our European partners, students and service users. The project will include students, service users and academics and is being led by Dr Mark Monahan at Trinity College Dublin. Collaborators include The University of Salford, England, Tampere University of Applied Sciences, Finland, Vives University College, Belgium, Jyvaskyla University of Applied Science, Finland and Technologiko Ekpaideftiko Idryma Athinas, Athens, Greece. To find out more about this project, contact Dr Angela Cotton or Gary Lamph.
The School of Health & Society midwifery team recently hosted a listening event to discuss what skills and attributes midwives will need in 2030.
The event was attended by invited guests, all with a vested interest in midwifery education ranging from service user representatives, current students through to Heads of Midwifery. Speakers raised topical and sometimes controversial issues for debate, all focussed on the #futuremidwife from their own perspectives. Professors, Regional Maternity Leads and representatives from the City of Salford, Health Education England, the Nursing and Midwifery Council and the President of the Royal College of Midwives spoke passionately about the profession. Rachel Burden, BBC presenter talked candidly about her own birth experiences and the unique relationship families have with midwives.
Audience participation was encouraged in a variety of ways including small group discussions, open questions, audience ideas & views displayed creatively on a Ketso board and online voting with the following instant results:
The day concluded with a Heads of Midwifery question time which tackled some sensitive and challenging issues. Discussions were captured by a local new mother and artist who produced a visual narrative of the day.
The information will help inform and develop the new midwifery curriculum as well as raising the profile of the team with stakeholders and the regulator. The day was a resounding success and the feedback from speakers and audience was overwhelmingly positive.
Update from Neil Withnell, Associate Dean Academic Enhancement, SFHEA
Results from the Teaching Excellence Framework (TEF) submission from the University will be known by the end of May.
The TEF is “rated” according to the aspects of quality below
|Aspects of Quality||Teaching Quality||Learning Environment||Student Outcomes & LearningGain|
|Dataset evidence||Teaching, assessment & feedback (NSS)||Academic support (NSS) & non-continuation (HESA)||Employment / further study, including highly skilled (DLHE)|
As can be seen by the table the emphasis is on three key areas – NSS, DLHE and non-continuation (retention). With this in mind we need to focus our attention into these key areas and we have negotiated working with the Higher Education Academy to start to address employability and retention. A small number of colleagues from within the School will be able to attend bespoke workshops that run at the end of May. It is anticipated that actions from these workshops will be deployed across the School.
As a School we need to continue the great work that is already in place, and look at areas that we could improve on.
Suggestions for improvements include:
Whilst this list is not exhaustive a good learning experience, quality feedback, opportunities for employability and support to remain on the programme are areas that we all have an influence.
Well it’s the end of the #BYOD4L week and what a frenzied, inspiring week it has been. The course has challenged my thinking, expanded my network of colleagues and forced me to get back into the habit of blogging. So it was definitely worth it! If you haven’t had time to join in, don’t worry because the course materials and the Google+ community are open all year. Today’s theme is creating so read on to explore learning through ‘making’ using smart devices.
“There is no doubt that creativity is the most important human resource of all. Without creativity, there would be no progress, and we would be forever repeating the same patterns” Edward de Bono
I don’t think I could add anything to this statement, nuff said!
Here are three ways you can facilitate creating using digital applications:
So what are you going to do next? Why not try joining in some of the weekly #LTHEchat or a Teaching & Learning Conversation webinar as your next step? They are friendly and developmental communities so please just jump in.
My action plan after this week is to continue blogging, although it will be more like every fortnight rather than every day! If you want to contribute a blog post to this site, just get in touch, the more the merrier! Don’t forget we hold a weekly drop-in if you want to chat through any teaching & learning ideas or need support. We also have coaching and mentoring schemes available for your development as a teacher.B
Thanks BYOD4L, see you next year!
Well we are now on day 4 of the Bring Your Own Devices 4 Learning course and the aim of these blog posts are to help you in your teaching and academic practice. I must say I’m finding today’s post the most difficult to write so far but I think that’s because writing a blog every day is hard! Anyway, I hope you are finding these useful and don’t forget to check out the main BYOD4L course for more information.
Collaborative working underpins teaching and research. As a successful teacher you will regularly collaborate with colleagues and encourage collaborative behaviours in your students. The digital world has revolutionised collaboration, enabling us to interact and work with others more frequently and efficiently. Don’t get me wrong, face-to-face collaboration is still important in making the magic happen, but online tools can augment, consolidate and occasionally create a meaningful collaborative relationship.
There are so many tools and ways we can collaborate, here’s just 3 examples to get you started:
What you use or encourage your students to use to collaborate is guided by the activity. From sharing files and folders using cloud storage systems (think Dropbox, OneDrive, Google Drive) to generating collaborative mindmaps (think Spiderscribe, Popplet) digital collaboration can be used throughout your daily activities. Personally, I’m going to investigate the potential of Twiddla which seems a bit like Padlet but allows you to annotate and draw on the canvas. What are you going to collaborate on? Share your ideas and examples in the comments below, via #BYOD4L on Twitter or via the Google+ community
Take a look at the resources and scenarios on the BYOD4L website around today’s theme of curating to get started. Curating is my favourite day of the course as it gives me the chance to talk about improving productivity in our day-to-day activities!
By 2018, video will account for over 2/3 of mobile usage (Socialnomics 2017) with over 400 hours of video content being added every minute! The research world is no different to the rest with Altmetric tracking over 17 million mentions of 2.7 million different research outputs in the last year. There is too much content available for anyone to consume so how do we navigate this overwhelming amount of information? Knowledge curators is the answer. Our students need us to help guide them to the best, most relevant sources for them to learn effectively. And we need to help each other to save precious time in our busy lives.
I still go back to Clay Shirky’s analogy of information overload and how we have all learnt to navigate a bookshop despite the amount of information on offer. Here are three of my favourite curation tools with examples of how they can be used in your teaching and to manage your own daily activities:
What to curate really depends on your interests and how you want to engage with your students. Maybe curating video playlists via YouTube would be useful (see this great example from David Garbutt on End of Life Care videos). Or maybe your students could do with more context for resources encountered on their learning journey (check out this new tool Wakelet which gives you the power to add a narrative to your group of links). Or maybe you just need to do something to help you keep on top of all the latest developments in your field (cue Feedly, see the video in point 1 above). The key is that you don’t need to create all of your content from scratch, just try out a tool to curate existing knowledge in a meaningful way.