#LTHEchat 105 Alternatives to the VLE for teaching and learning by Pat Lockley @pgogy and Natalie Lafferty

Pat_Lockley

The #LTHE Chat on Wednesday 21st February 2018 is a joint suggestion from Pat Lockley and Natalie Lafferty and will be facilitated on the day by Pat (@pgogy).

While 25% of new websites registered in the USA use WordPress , its uptake at universities isn’t anywhere near as high. Yet WordPress, used almost always as a synonym for blogging, does offer the academy, and academics in general, a route into new, unexplored online territories. For starters, we see mention of WordPress to run MOOCs and for Digital Humanities projects and in the wider world, open access publishing. These innovative uses of WordPress continue to this day.  As WordPress remains ever-present across the web and its use in academia grows, how do we create a community or a culture around this software which is so flexible? With WordPress being so flexible, how would anyone know where to start?

Many WordPress.com links provide the basis for funded projects and personal websites, however self-hosted wordpress.org sites don’t have to WordPress in the URL, and so remain discoverable to those largely in the know.  Consequently best practice, or even guidance on WordPress is hard to find, especially when compared to the abundance of support and information for services such as twitter. Whereas in the modern age we expect everything internet to go viral, does WordPress still travel by word of mouth? What unlocked potential is there for WordPress in higher education?

To start to bridge these gaps and help foster an educationally focussed WordPress community of practice Natalie Lafferty and Pat Lockley are working to develop PressEDPressED is a twitter conference on the use of WordPress in teaching, learning and research being held on 29th March. Over two years ago, a plan for a WordPress conference was mooted (and whilst many WordCamps exist) nothing with an “educational” focus existed (wpcampus now runs as well). To overcome issues with funding, finding a venue and a time to suit an ever-busy academy, PressED is holding the conference on twitter (very much borrowing this idea from the Public Archaeology Twitter Conference whose website is, you’ve guessed it, is on WordPress.Com)

You may have seen WordPress dot com links over twitter bios and personal profiles, you may have seen or heard of “Domain of one’s own” amongst many of the WordPress projects currently running in the academy.

Join us to discuss how learning happens outside the Virtual Learning Environment and Learning Management System.

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#LTHEChat 104: Love Higher Education? “Must be love, love, love…” with Kiu Sum @KiuSum

The next #LTHEChat Wednesday 14th February 8-9pm (GMT) will be a student-led discussion by Kiu Sum (@KiuSum), on “Love Higher Education? “Must be love, love, love…” Coinciding with Valentine’s Day, go and spread your #LoveHE to your colleagues and students, and join in the hour-long chat!

Kiu is currently a Research Postgraduate on a MRes Course at Imperial College London, previously graduated from BSc (Hons) Human Nutrition from University of Westminster. It was whilst studying at Westminster; Kiu found her passion in student engagement work and the opportunities to collaborate with members of staff on varies research projects. Where possible, Kiu is actively involved in learning and teaching projects. ‘Students As Co-Creators’ projects enabled her to discover the importance of pedagogy research, focusing on student experiences and engagement including the use of mobile learning devices, digital resources, and feedback in learning and teaching. She has also written a Student Voice article (in press) outlining her ‘Students As Co-Creators’ project experiences for the upcoming issue in the Student Engagement in Higher Education Journal.

The overall aim of this #LTHEChat session will explore the above title. All students and staff are welcome to participate to engage with the conversations using prompt questions. As is Valentine’s Day, there will be a twist… #LoveHE

Format of the session:

Q1, Q2, Q3 and etc will be asked as normal with participants using A1, A2 and etc…

If at any point #LTHEChat participants would like to direct specific questions to students, please use #AskTheStudent in tweet as well.

Your Pre Valentine’s Day Gift

6 different ‘sub’ areas will be explored. Just to give you a bit of a “pre-date present” on what is to come:

  1. Fact or fancy?
  2. Love of learning…
  3. Love/ Hate Partnership.
  4. Love or loathe.
  5. Passionate and enthusiastic
  6. Old and or new.

Storify: https://storify.com/LTHEchat/love-higher-education-must-be-love-love-love

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#LTHEchat 103 Enhancing the supervision experience of undergraduate students on major project/dissertation modules with Adam Longcroft and Simon-Pratt-Adams

Adam 30 Aug Piccie (1)

Adam Longcroft

The #LTHE Chat on Wednesday 7th February 2018 will be jointly led by @adamL50 and @simonprattadams from Anglia Learning and Teaching (@AngliaLTA) at Anglia Ruskin University (@AngliaRuskin). Adam and Simon have been leading the development and delivery of an educational development programme for academic staff who supervise undergraduate major projects, so their chosen topic for our chat is: “Enhancing the supervision experience of undergraduate students on major project/dissertation modules”. The questions will explore this topic and we hope you will be able to join in the fun. Simon and Adam are keen not only to see academic staff responding to their questions, but students too – who will probably have some valuable ideas to share based on their own experiences. Colleagues interested in the topic may be interested to read a blog by Adam on the same theme on the SEDA website.

Enhancing the supervision experience of undergraduate students on major project/dissertation modules

At this time of year many university academics will be conducting supervisions with undergraduate students who are undertaking major projects or dissertations of various kinds.  In a sense, the previous two years of study (or in some cases three) have led up to this moment – the major project or dissertation component requires undergraduate students need to marshal their accumulated learning, knowledge and skills and apply them within a single, extended piece of work. In some cases the project or dissertation may occupy a single term or semester, but often spans the entire final year of degree study.

For many undergraduate students this is the element they have been looking forward to most; for others it may be the bit of the course they have been dreading. For both, completing a project or dissertation is likely to pose a considerable challenge. Supervisors need to support students so that they can overcome these challenges. But how?

In this LTHE Chat session, we would like to encourage colleagues to reflect on what they think their primary role is as a supervisor, how they help students to understand the value of undertaking a project, how they clarify mutual responsibilities, how they maximise the usefulness of supervision sessions (either face-to-face or at a distance), and what ‘personal qualities’ or ‘skills’ they think are most important as a supervisor. Finally, we’d like to look to the future and prompt reflection amongst colleagues on how we can use projects & dissertations to drive the development of key graduate skills.

Like other forms of teaching, research suggests that the effectiveness of supervision is a key factor in student success. How we supervise our undergraduate students is therefore very important.  Our role as a supervisors is likely to be a vital element in the complex and often bumpy road to a project’s completion, but how do we promote effective learning and progress? It has been argued that supervision requires academics not only to adopt different pedagogical techniques (i.e. a different approach to teaching) but also to induct students into a new way of learning. This poses challenges for both parties. So what works? Simon and Adam want to know how YOU approach the supervision process, and how you support your students to transition into a different kind of learner – and ideally one who is increasingly able to demonstrate autonomy and independence.

What is clear when one talks to academics is that there is no single or agreed view on the key role or purpose of the supervisor. One often finds little consensus on the purpose of a project or dissertation. Views on both are often subject to difference driven by personal experiences, institutional contexts, and by disciplinary/subject traditions. Process often varies too.

Supervision is often characterised as a two-way dialogue founded upon a series of exploratory discussions between student and supervisor, but this one-to-one model is often complemented by small group and online supervisions conducted at a distance. Much teaching is focused on ‘delivery’ of content, but the supervision process is rather different. The pedagogies required are often those of ‘facilitation’ instead. Some have described the role as that of ‘guide’ rather than the ‘master’. But this means, surely, that a different set of personal qualities and/or skills are required since the academic is no longer required to act as ‘sage on the stage’ but, rather, as ‘academic mentor’ or ‘critical friend’? But what qualities or skills are most important in a great supervisor? Are those we value as academics the same as those our students value? Hearing the views of students will be very enlightening!

Previous discussions with colleagues suggests that supervision not only requires a different set of qualities and skills, but the development, also, of a different kind of relationship. But just as with other kinds of teaching, it is important to clarify the rules of this relationship – by, for example, clarifying mutual responsibilities and obligations. But how can this is achieved most quickly and effectively? How do you clarify the rules that govern the student/supervisor relationship?

Moreover, what kind of relationship are we aiming to build? Is the ‘ideal’ a more equal relationship where each party simply has a different role in joint process of discovery – a bit like the driver and navigator on a rally stage? Or something different? And just how important is subject-specific knowledge? Is this the key to successful supervision, or are the more ‘generic’ skills of an experienced supervision of greater importance in ensuring successful outcomes for project students?

Finally, how do you impress upon students the value they will gain from undertaking a project or dissertation? One colleague described projects as ‘a multi-faceted, complex problem-solving exercise’ – the kind of language which many would recognise from the kind of dialogue that one encounters in job interviews. But what other capacities or skills do your students develop? And how can we ensure that we maximise the development of the kinds of distinctly human capacities that are less likely to be made redundant in 10-20 years by computers or other forms of artificial intelligence? Adam and Simon would like to invite you all to comment on how YOU work with your students to develop the Top 10 graduate skills for 2020 identified by the World Economic Forum in 2016:

Top 10 WEF Skills for 2020:

  • Complex problem solving
  • Critical thinking
  • Creativity
  • People management
  • Coordinating with others
  • Emotional intelligence
  • Decision-making
  • Service orientation
  • Negotiation
  • Cognitive flexibility

Sources:

World Economic Forum (WEF), The 10 Skills you need to thrive in the fourth industrial revolution (19 January 2016). See: https://www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-in-the-fourth-industrial-revolution/

Healey et al, (2013) Developing & Enhancing Final Year Undergraduate Projects and Dissertation, Higher Education Academy. See:  https://www.heacademy.ac.uk/knowledge-hub/developing-and-enhancing-undergraduate-final-year-projects-and-dissertations

The storify from the chat will be added here #LTHEchat103

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Joint #HEAchat and #LTHEchat 31st Jan

The theme is all about exploring creativity in STEM and Kay Hack is facilitating.  Read more about the theme on the HEA website

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#LTHEChat 102 Higher Education and Wellbeing with Jenny Lawrence and Tim Herrick

Next #LTHEChat Wednesday 24th January 8-9PM (GMT) will be based on questions from Jenny Lawrence and Tim Herrick on the Higher Education and Wellbeing.

Dr Jenny Lawrence PFHEA, AFSEDA (@jennywahwahis an Association of Colleges HE Scholarship Development Manager, Honorary Research Fellow at the University of Hull, Associate of the Higher Education Academy, graduate of the University of Sheffield’s M.Ed. in Teaching and Learning in HE and independent consultant and coach in academic practice. Her research interests include the value and impact of the scholarship of teaching and learning to the HE learning community.Dr Tim Herrick SFHEA () is a Senior University Teacher in the School of Education at the University of Sheffield.  He teaches on a variety of programmes across the School, and supports colleagues in developing their own scholarly inquiries into learning and teaching.We can understand wellbeing as a state in which: ‘every individual realises his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community’ (World Health Organisation 2014).

Although student wellbeing is understood as compromised by the challenges presented by contemporary student life (tuition fees, graduate employment anxiety, social-media pressures) recent research concludes HE graduates have a greater sense of life satisfaction and are more resilient in the face of adversity than their peers (HEFCE 2017). It seems that in the long term for those passing through HE, it pays dividends in personal wellbeing.

What about the wellbeing of those for whom HE is a constant? For the teachers, learning support and related academic staff who work in HE, for those whom HE is their life? The University and Colleges Union (UCU) has reported year on year increases to workload across UK HE (UCU 2014; 2016), understood to have a detrimental effect on individual stress levels and the personal wellbeing of HE teachers. This has an inevitable negative impact on teaching and learning practices and thus the student experience (UCU, 2016).

So what can we do to address wellbeing for those of us who make HE our lives?

The New Economic Foundation offer an evidence-based model outlining activities that when exercised have the potential to support the realisation of wellbeing for the individual (Aked et al 2008). The ‘Five ways to wellbeing’ is recognised by the HEA as useful to embedding wellbeing in HE curriculum (Haughton and Anderson 2017). Jenny has applied these virtues to the context of Higher Education (Lawrence, 2017), used them as a framework for the ‘Maximising Success: embedding mental wellbeing in the curriculum tool-kit’ (Lawrence, 2016) and related workshop (Hainsworth, 2016). When exploring the impact and value of a programme of accredited educational development (an M.Ed in Teaching and Learning in HE, for which Tim is the programme leader), Jenny and Tim found the participants expressed a sense of wellbeing borne their engagement with this scholarship of teaching and learning (SoTL) led form of professional development. On closer investigation we came to understood that SoTL-led programmes of educational development provide the time, space, opportunity, and motivation for HE teachers to engage in the five ways to wellbeing in HE, further this has positive outcomes for the wider learning community. Participants recognised their refreshed teaching practice better engaged students, which further energised teaching delivery and motivated the HE teacher to seek our further SoTL-led CPD

The 5 Ways to Wellbeing in HE (Lawrence 2016; 2017) are to:

  1. connect to the learning process, curriculum content and learning community
  2. keep active includes physical activity. Jenny also includes active learning and the exercise of social and political agency (Lawrence, 2016; 2017).
  3. take notice of the learning community, curriculum content, and personal response to both.
  4. give to the immediate learning or wider community
  5. and keep learning through the entire student (Houghton & Anderson, 2017) and as Jenny suggests professional lifecycle and beyond (Lawrence, 2016; 2017).

Our HE and wellbeing #LTHEchat will explore the relationship between staff and student wellbeing, and consider how we can support wellbeing across the entire learning community.

We must acknowledge that wellbeing is a complex and deeply personal issue, informed by a host of variables out of our control: physical or mental health; personal history or context; sleep patterns or what we have eaten all play a part in our personal efficacy. We are clear that no process, policy or practice can ensure for the individual a state of wellbeing, but merely ‘create a context where educators [and learners] have every opportunity to realise the 5 ways to it’ (Lawrence, 2017).

References

Aked, J., Marks, N., Cordon, C., and Thompson, S. (2008). Five ways to well-being: the evidence. A report presented to the Foresight Project on communicating the evidence base for improving people’s well-being. London: New Economics Foundation.

Aked, J. and Thompson, S. (2011). Five ways to wellbeing: new applications, new ways of thinking. London: New Economics Foundation.

Hainsworth, P. (2016). Teach well: embedding mental wellbeing in the curriculum. Retrieved from https://www.heacademy.ac.uk/blog/teach-well-embedding-mental-wellbeing-curriculum

Higher Education Funding Council England (2017) The wellbeing of graduates: Assessing the contribution of higher education to graduates’ wellbeing in the UK. London: HEFCE Retrieved from http://www.hefce.ac.uk/pubs/year/2017/201731/

Houghton, A.M., and Anderson, J. (2017). Embedding mental wellbeing in the curriculum: maximising success in higher education. York: Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/knowledge-hub/embedding-mental-wellbeing-curriculum-maximising-success-higher-education

Lawrence, J. (2016). Maximising success in higher education: embedding mental wellbeing in the curriculum tool-kit. York: Higher Education Academy.

Lawrence, J. (2017). Educator wellbeing and the scholarship of teaching and learning: a virtuous intersection for the learning community. Educational Developments, 18.3

University and College Union (2014). UCU Survey of work related stress survey. Summary of fundings. Retrieved from https://www.ucu.org.uk/media/6908/UCU-survey-of-work-related-stress-2014—summary-of-findings-Nov-14/pdf/ucu_stresssurvey14_summary.pdf

University and College Union (2016). Workload is an education issue: UCU workload report 2016. Retrieved from https://www.ucu.org.uk/media/8195/Workload-is-an-education-issue-UCU-workload-survey-report-2016/pdf/ucu_workloadsurvey_fullreport_jun16.pdf

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#BYOD4L is co-hosting this week with #LTHEChat

The Chat on Wednesday 17th January will be a joint  with (Bring Your Own Device 4 Learning) – . This is a free open course where anyone can join in to explore how we can make use of our mobile devices. Running from the 15-19 January participants are encouraged to take part in the daily activities and daily tweetchats (2000-2100 UK time). There is a focus for each of the days and Wednesday has the theme of “Curate and Copyright”. How do we use our devices for curating content whilst ensuring we do not breach copyright? The questions will explore this and we hope that you can join in.

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#LTHEchat 101 Connected Curriculum with Prof Dilly Fung @DevonDilly

The next #LTHEChat Wednesday 10th January 8-9PM (GMT) will be based on questions from Dilly Fung on the dimensions of the “Connected Curriculum” framework.

D_FungProf Dilly Fung is Full Professor of Higher Education at UCL (University College London) in the UK. She is also Director of the UCL Arena Centre for Research-based Education, formerly the Centre for Advancing Learning and Teaching and a Principal Fellow of the Higher Education Academy.  Drawing on a long career of teaching and researching across disciplinary boundaries, she regularly advises universities and national organisations across Europe and beyond. Her areas of research and leadership include: connecting research (in all disciplines) more creatively with student education, and empowering students to connect with one another and with local and wider communities (Fung 2017; Fung, Besters-Dilger and van der Vaart 2017; Carnell and Fung 2017), and changing academic career frameworks to ensure that individuals are rewarded for building on the synergies between research and education (Fung and Gordon 2016).

The Connected Curriculum framework highlights six key dimensions

  1. connecting students with researchers
  2. embedding a connected ‘throughline’ of research and enquiry into the design of all degree programmes
  3. creating interdisciplinary connections
  4. linking academic learning with workplace learning
  5. embedding ‘outward-facing’ student assessments, directed at specific audiences
  6. connecting students across phases of study and with alumni.

This LTHE discussion will explore the benefits and challenges of each dimension as they relate to different kinds of institutional and national settings.

To prepare for the chat, take a look at Dilly Fung’s open access book, A Connected Curriculum for Higher Education which offers both a values-based educational philosophy and a menu of possibilities for practice.

Follow her on Twitter @DevonDilly

Key links

Fung, Dilly. 2017.  A Connected Curriculum for Higher Education. London: UCL Press [Publication date June 2017]  https://www.ucl.ac.uk/ucl-press/browse-books/a-connected-curriculum-for-higher-education

Fung, Dilly. 2016. ‘Strength-based scholarship and ‘good’ education: The Scholarship Circle.’ Innovations on Education and Teaching International journal. Nov 2016. 54: 101-110 http://srhe.tandfonline.com/doi/full/10.1080/14703297.2016.1257951

Fung, Dilly and Claire Gordon. 2016. Rewarding Educators and Education Leaders in Research-Intensive Institutions. York UK: HE Academy: https://www.heacademy.ac.uk/sites/default/files/rewarding_educators_and_education_leaders.pdf

Carnell, Brent and Fung, Dilly. 2017. Developing the Higher Education Curriculum: Research-based Education in Practice. London: UCL Press http://discovery.ucl.ac.uk/10032889/1/Developing-the-Higher-Education-Curriculum.pdf

The storify from the chat will be added here #LTHEchat101

The #LTHEchat organising team

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#LTHEchat 100 “Pedagogical considerations in physical learning spaces: university staff attitudes, practices, and outcomes”

The next #LTHEChat Wednesday 20th December 8-9PM (GMT) will be based on questions from Santanu Vasant on the topic of ‘Pedagogical considerations in physical learning spaces: university staff attitudes, practices, and outcomes’ and is the 100th LTHEchat and a Christmas Special! So grab your Santa Hats and Christmas decorations and enjoy this festive themed

Santanu-2016-nc-web

Santanu Vasant is the Senior Learning Technology Adviser at the Centre for Excellence in Learning and Teaching, at the University of East London.

Leading the Learning Technology Team within the University, Santanu has a research interest in how staff are developed and empowered to use technology in their practice but also to make better use of the physical learning  space as a result. He also has an interest in how we motivate and engage those staff that don’t engage with CPD activity. Santanu has worked in Learning Technology since 2004 and has worked on projects as diverse as the issues of transition and induction into higher education (the subject of his MA Dissertation at UCL’s IOE (2012)), deploying PebblePad and developing activities for reflecting writing in BA Education, PGCert in HE and Business Studies (writing a chapter on this topic in Pebblegogy, 2011) and most recently working on Learning Spaces and writing a chapter on Bring Your Own Device Policy and Practice in Smart Learning: teaching and learning with smartphones and tablets in post compulsory education (2015). He is also a member of the Association for Learning Technology’s Communications Committee and a School Governor at the Northwood School, Hillingdon, London.

Web: www.santanuvasant.com | Twitter: @santanuvasant | LinkedIn: /santanuvasant

This is a popular quoted definition of a ‘Learning Space’.  Learning is the central activity of colleges and universities. Sometimes that learning occurs in classrooms (formal learning); other times it results from serendipitous interactions among individuals (informal learning). Space—whether physical or virtual—can have an impact on learning. It can bring people together; it can encourage exploration, collaboration, and discussion. Or, space can carry an unspoken message of silence and disconnectedness. More and more we see the power of built pedagogy (the ability of space to define how one teaches) in colleges and universities (Oblinger (2005, Section 1.1)).

Oblinger, D. (2005)  Learning Spaces. Educause. Retrieved from

https://net.educause.edu/ir/library/pdf/PUB7102.pdf Accessed 15th December 2017

In preparation for Wednesday night’s tweetchat, Santanu recommends briefly looking at:

Vasant, S. (2017) Reflections of Time And Relative Dimensions in Learning Space. Retrieved from: https://blogs.city.ac.uk/learningatcity/2017/10/09/reflections-of-time-and-relative-dimensions-in-space/

The storify from the chat will be added here: https://storify.com/LTHEchat/lthechat-100-pedagogical-considerations-in-physica

The LTHEchat team


Celebrating our 100th #LTHEchat

Golden Tweeter awardWe are delighted to award Golden Tweeter awards to two members of the #LTHEchat community who have demonstrated a sustained commitment to the weekly chats since they began in 2014. To find out who they are click here!  

The LTHEchat Steering Group

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#LTHEchat no 99 – “Digital education: participation as learning” with Cristina Costa @cristinacost

The next #LTHEChat Wednesday 13th December 8-9PM (GMT) will be based on questions from Cristina Costa on “Digital education: participation as learning”

Cristina Costa is a Lecturer in Digital Education and Scholarship in the School of Education, Strathclyde University.

Cris_webHer research focuses on the intersection of education and the participatory web through a sociological lens, especially Pierre Bourdieu’s key concepts.  She is also interested in broader issues regarding the participatory web in the context of a changing society. Cristina has a research record that links social theory to emerging academic areas such as Technology Enhanced Learning in an attempt to bridge existing gap between theory and practice. This has resulted in researching areas as diverse as Curriculum Innovation, Digital Scholarship, Literacies and e-Health. In 2013 she completed her PhD on the participatory web in the context of academic research: landscapes of change and conflicts. She is the co-editor of the Social Theory Applied blog/website:

www.socialtheoryapplied.com

Web: http://socialtheoryapplied.com/author/cristinacost/

Twitter: @cristinacost<https://twitter.com/cristinacost>

Facebook: https://www.facebook.com/SocialTheoryApplied

Participatory culture can be characterized by

“relatively low barriers to artistic expression and civic engagement, strong support for creating and sharing creations with others, some type of informal mentorship whereby what is known by the most experienced is passed along to novices, members who believe their contributions matter, and members who feel some degree of social connection with one another (at least they care what other people think about what they have created)” (Jenkins et al., 2009).

Jenkins, H. & Purushotma, R., et al. (2009). Confronting the Challenges of Participatory Culture; Media Education for the 21st Century. Cambridge, MA: The MIT Press.

To prepare for the chat, Cristina suggests we read this useful summary about “participatory culture”: https://sites.google.com/site/odu307fall2012/resource-article/jenkins

The storify from the chat will be added here: #LTHEchat 99

The LTHEchat team

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LTHEchat #98 “Engagement through Playful Learning Experiences” with Katie Piatt @katiepiatt and Fiona MacNeill @fmacneill.

The next LTHEChat Wednesday 6th December 8-9PM (GMT) will be based on questions from Katie Piatt and Fiona MacNeill on Playful Learning.

AAEAAQAAAAAAAAkvAAAAJGJiYzI4ZDFlLTc1NDYtNDgxNy1hOTVlLTlhNTBiMGUyNTQ3MgKatie Piatt has been working in the field of educational technology for over 15 years, with a wealth of experience in development, implementation and evaluation. Her research focus is on creating effective methods of engagement, particularly regarding playful approaches combined with technology. Projects include Leaderboarding the Future of Technology in Education (FOTE) conference and InfoBadges for recognising student information skills. Katie is a core member of the ALT Playful Learning Special Interest Group, happy to playtest any educational activities or take on the role of playmaker to run activities to keep everyone engaged.

 

Fiona MacNeill
Fiona MacNeill has been working in the Learning Technology field within Higher Education for eight years. A big part of her job is finding new and innovative ways of integrating technology into current teaching and learning methodology. This can include assisting academic staff with Virtual Learning Environments/Learning Management Systems, implementing specific software packages, maximising current technologies and championing new ones such as mobile devices. Fiona designed and implemented a game for the UCISA Spotlight on Digital Capabilities which augmented the proceedings of the event with opportunities for delegates to create and network which embodied the values and themes of UCISA.

 

Katie and Fiona tell us a little more about Playful Learning and this weeks chat.

 

Play and engagement are at the heart of the matter for members of the ALT Playful Learning Special Interest Group. Katie and Fiona, both from the the University of Brighton, are members of the group and bring you a playful learning themed tweetchat, with added doughnuts.

More information about the group is available at: https://altc.alt.ac.uk/plsig/ Do sign up if you are interested in the design, use and evaluation of games in practice, and the academic study of play and player communities and their potential contributions to learning.

And you’ll be pleased to know we have rejected 90% of the ideas put forward by the SIG to make this tweetchat more playful. To take part you will not need to crack codes, solve riddles or reply in emojis…unless you want to of course!

Make a free hour on Weds 6th Dec from 8 – 9pm to discuss what we mean by playful learning experiences and how we can overcome barriers to play.

Learning about how others have used playful techniques will hopefully inspire you to go and try out some ideas of your own. And share them back to the community.

Fun (and doughnuts) guaranteed. See you there!

The storify from the chat will be added here: https://storify.com/LTHEchat/lthechat-no-98

The LTHEchat team

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