#LTHEchat 70: Linguistic diversity in the classroom and online.

Alastair Creelman works as an e-learning specialist at Linnaeus University in Kalmar, south-east Sweden. Originally from Dundee, Scotland, he has lived in Sweden and Finland since 1983. His main areas of interest are open education, the use of social media in education aalastair-creelmannd widening participation in adult and higher using digital media. He is involved in several national and international organisations and projects: eg committee member in the Swedish network for IT in Higher Education (ITHU), EDEN NAP steering group, Nordic Network for Adult Education, member of ISO standardisation committee PC288/WG1. See LinkedIn https://se.linkedin.com/in/alastaircreelman

He blogs regularly on educational technology in English at http://acreelman.blogspot.se/ and in Swedish at http://flexspan.blogspot.se/

On Twitter he is @alacre where he tweets on educational technology in English, Swedish, Norwegian and sometimes other languages.

In this #LTHE chat we will be discussing how we can enable more linguistic diversity in education. Today’s technology enables adequate translation between languages so maybe it’s time to learn to live with a multilingual environment both in the classroom and on line. Allowing students to use their full linguistic ability can be empowering and with the help of tools and multilingual students everyone can express themselves and translation is always available. How can we give everyone a voice rather than letting the confident native English speakers dominate the discussion? Tonight’s chat will also be part of the #ALTC winter conference programme.

The storify available here.

 

 

Posted in community | Tagged , , | Leave a comment

#LTHEChat 69: Student induction or information overload? With Clare Thomson @ClareThomsonQUB

clarethomsonphotoClare Thomson is a Learning Technologist in the School of Medicine, Dentistry and Biomedical Sciences at Queen’s University Belfast. Over eight years she has created the Medical Education Portal, a VLE ‘alternative’ meeting the complex needs of the undergraduate medical curriculum. The importance of visual design combined with usability and accessibility underpinned the development of the space. She was awarded a Queen’s University Belfast Teaching Award in 2014 for this work.

Her interests focus on student engagement, advocating the need for human presence within online environments/spaces and exploring how creativity can be integrated into formal learning. She has worked on HEA and Jisc funded projects on OER, deaf awareness, OSCE training and student engagement. An ALT member Clare is awaiting the outcome of her CMALT portfolio submission. She is also a student on the University of Edinburgh’s MSc in Digital Education.

This week’s topic was inspired by discussions during the #LTHEchat 63. Students begin their university journey on our campuses, physical and virtual, at induction events. Topics include; academic essay writing, plagiarism, referencing and information literacy to name but a few. However, technology has significantly added to this list with the need to add the Virtual Learning Systems, communication channels, eportfolios, student information systems and e-assessment software to the list. Recently, this has widened even further to cover online identities, social media and professionalism, copyright and critical analysis of online resources and information.

In this LTHEchat we will put induction under the microscope and explore participants’ thoughts on implementing different strategies to ease our students into higher education.

See you Wednesday 23rd November, same time, same place. 8-9PM (GMT) #LTHEchat

The storify is available here. 

The LTHEchat team

 

Posted in community | Tagged | Leave a comment

#LTHEchat 67:Using data and artificial intelligence to improve learning and teaching.

As you may be aware Jisc are running a sector wide consultation, #Codesign16, on six topics that we’d like to spark a sector discussion over the next few weeks to identify the most promising areas to explore. Two of these areas are the Intelligent Campus and How can we use data to improve learning and teaching. We are going to explore these two areas in the #LTHEChat this week with James Clay, @jamesclay on twitter. James will be joined by JISC colleagues Sarah Davies and Ruth Drysdale.
How can we use data to improve teaching and learning?
What does the imminent arrival of the intelligent campus mean for universities and colleges?
James Clay is a Senior Co-Design Manager at Jisc and has over twenty years experience working in education. He has been a teacher, a project director, an ILT manager and an IT director. He has managed a range of projects over the years in various roles, including mobile learning, e-books, IT infrastructure, learner analytics, copyright, institutional resources, VLEs and student records.
Posted in community | Tagged , , | 4 Comments

#LTHEchat 66: The porous university

My name is Ronald Macintyre, presently I am the R&D Manager for a Scottish Government funded programme called Open Educational Practices Scotland, it is sector wide aimed at raising awareness and building capacity in the development and use of free open online material (see here). It is hosted by the Open University in Scotland.  I arrived here by accident, my own background is in Widening Participation, and openness emerged as a solution to working with organisations looking to create content to help people distanced from education. I have approached the opportunities and challenges of working in this space as a design problem, looking at what educational practice can learn from participatory design and broader work on action research.

On twitter I am @roughbounds, it is the English translation of the area I live in the West Highlands of Scotland. I will be joining you from my croft where I live with my family, when not sitting in front of a screen I like books made from paper and being outside. A creature of habit I walk my dog at 11am, and play football on a Wednesday at 7.25pm, but not this week.

The Porous University

This phrase leaked out, it came out as an ad lib during a conference presentation where I introduced an idea I have been developing around “the hidden tariff”. I suggested curriculum development was filled with assumptions, routines, tacit ways of knowing, these are often hidden, simply the “way we do things round here”. Unless we are mindful of this, when we take curriculum and, using the affordances of low transaction costs associated with digital media and/or open licences, these hidden assumptions are reproduced in the open, acting as hidden barriers. Barriers typically experienced and accentuated by others things that might distance someone from education.

Seeing the accidental phrase in a tweet about the presentation made me realise what I was talking about were not just concerns about how HE opens up curriculum, for whom and how to ensure content is relevant, useful and used in a just and equitable manner. It was about more than how HE uses open to push out, it concerned how things seep into the academy.  About recognising expertise and knowledge is not solely owned and then released by HE. It was about how open HE is to “the world” reaching in, openness as two way, about technology and of courses licences, but importantly the cultural changes and pedagogies.

See you Wednesday 2nd November, same time, same place. 8-9PM (GMT) #LTHEchat

Storify of the chat 

Posted in community | Tagged , | Leave a comment

#LTHEChat 65: Feedback and feed-forward: language and timing. With Phil Race @RacePhil


phil-2015I’m supposed to be retired now, but haven’t quite made it yet. I’ve been around in higher education learning and teaching for a long time, and written a few books over the years. I remain passionate about the importance of feedback in helping learning to happen successfully, and believe that feedback needs to be a dialogue, and that this is often best achieved face-to-face – but harder to ‘evidence’. I also believe that feedforward (to influence future actions) is by far the most important part of feedback, hence the importance of the language we use and the timing we achieve.

Feedback and feed-forward

In this Tweetchat I hope to stimulate some productive debate about two key issues here: the timing of feedback, and the importance of our choice of words when offering feedback to students. If the timing is wrong, the feedback can be entirely unused – and if the words are wrong, the feedback can damage learning rather than enhance it. I’d like us to start by reflecting on good and bad feedback we’ve experienced in our learning lives. Over to you…

Phil has kindly curated and shared some of his recent writing around feedback especially for this #LTHEchat.

The Storify is available here.

Visualisation of the chat

If you are reflecting on this specific #LTHEchat please share your post with us so that we can reblog.

If you participated/are participating in any way in the #LTHEchat, please complete our short survey and let us know if you have other suggestions on how we could make the #LTHEchat more valuable for you. Thank you.

See you Wednesday 19th October, same time, same place. 8-9PM (GMT+1) #LTHEchat

The LTHEchat team

 

Posted in community | Tagged , , , | 2 Comments

#LTHEchat 64: Students are asking (more) questions.

cdiglvrw4aa7xoq

This week we are returning to our occasionally feature: students are asking questions. Back in March students from Manchester Metropolitan University posed us questions anonymously, from “How do you feel about teaching larger groups?’ to “how and why did you become a lecturer?’ (turns out very few of us planned it…). This was so popular that we decided to make it a regular feature.

If you think that your students would like the opportunity to pose some questions then share our survey with them, and ask them to join in on Wednesday 12th October 8-9pm to find out which questions we select and how you will answer them.

The Storify is available here.

The TAGS explorer visualisation

If you are reflecting on this specific #LTHEchat please share your post with us so that we can reblog.

If you participated/are participating in any way in the #LTHEchat, please complete our short survey and let us know if you have other suggestions on how we could make the #LTHEchat more valuable for you. Thank you.

See you Wednesday 12th October, same time, same place. 8-9PM (GMT+1) #LTHEchat

The LTHEchat team

Posted in community | Tagged | Leave a comment

#LTHEchat 63: The University Library in the 21st Century. With Isobel Gowers @Isobel_Gowers

Isobel GowersIsobel Gowers started teaching whilst a post-doc at the University of Sheffield. With an interest in equine and human joint disease she became a lecturer at Writtle University College in 2009, where she is now Head of Learning and Teaching. In this diverse role she is responsible for developing and monitoring the Learning, Teaching and Assessment Enhancement Strategy, providing staff and academic development to about 60 academics and is also responsible for the strategic management of the library.

The University Library in the 21st Century

In this #LTHEchat we will discussing the role of the library in student learning. Information has changed from being nearly entirely text and paper based to a wide range of media many of which are available electronically. This has changed the way that university libraries see themselves. They are no longer just a physical space but a virtual one too. The question is have libraries evolved quickly enough to maximise the student learning experience across all disciplines in the 21st century? And are students developing the information literacy skills they need for the future employment?

The Storify is available here. 

The TAGS explorer visualisation

If you are reflecting on this specific #LTHEchat please share your post with us so that we can reblog.

If you participated/are participating in any way in the #LTHEchat, please complete our short survey and let us know if you have other suggestions on how we could make the #LTHEchat more valuable for you. Thank you.

See you Wednesday 5 October, same time, same place. 8-9PM (GMT+1) #LTHEchat

The LTHEchat team

Posted in community | 1 Comment

#LTHEChat 62: Assessment and student engagement. With Dawn Alderson @dawn_alderson and Robert Dragan @robert_dragan

yq49ooq9Dawn Alderson has been involved in Education since the 90s; a qualified teacher, Dawn has worked across education sectors in England & Wales that involved classroom teaching, university teaching as well as completion of research projects undertaken for local and national government-education initiatives.  She has read for a few degrees full-time/part-time/online; published a number of outputs as well as delivered talks overseas, and presented at conferences in the UK.  While education per se, is her specialist subject; she has expertise in child development, educational technology, research methods, pedagogy and curriculum design.

robert-draganRobert Dragan is an education and technology enthusiast, who has began programming and developing educational apps from an early age. His interests include social
learning, mobile learning and the use of assessment to drive student engagement. Robert is currently the CEO of Learnium (@learnium), a social learning platform that enables teachers and students to connect, communicate and collaborate online.

Assessment and student engagement.

In this #LTHEchat we’ll be discussing student engagement and assessment. Although we know these two items can be considered in terms of teachers and student perceptions as stand alone items, we also know that both items are directly linked for progression and continuity. This session aims to explore what is that we do to ensure/increase engagement whilst bearing in mind  assessment design.

The Storify is available here.

If you are reflecting on this specific #LTHEchat please share your post with us so that we can reblog.

If you participated/are participating in any way in the #LTHEchat, please complete our short survey and let us know if you have other suggestions on how we could make the #LTHEchat more valuable for you. Thank you.

See you Wednesday 21st September, same time, same place. 8-9PM (GMT+1) #LTHEchat

The LTHEchat team

Posted in community | 1 Comment

#LTHEChat 61: Part time learners. With Linda Robson @LindaOpen

lindaLinda Robson is a Lecturer and Staff Tutor based in the School of Engineering and Innovation at the Open University. She manages a team of 40 Associate Lecturers delivering 5 modules to around 1000 students. She also provides staff and academic development, both face to face and online, to Associate Lecturers from across the University.

Outside work, Linda is an endurance athlete who’s just completed her 7th Ironman and is currently training for the British Open Water Swimming Championships.

Part-time learners

In this first #LTHEchat after our Summer break we’ll be discussing part-time learners. Many of us who take part in #LTHEchat will be, or have been part-time learners in our time, studying for learning and teaching qualifications, plugging away at PhDs, or pursuing CPD opportunities: what lessons can we take away from these experiences to improve the journey for our own part-time students?  Do part-time students face unique barriers or would those in full-time education also appreciate flexible approaches? We’ll consider these and other questions when we return.

The Storify is available here. As there were over 80 tweets this has been curated to make it more easily readable.

The visualisation is available here with thanks to Chris Jobling @cpjobling

If you are reflecting on this specific #LTHEchat please share your post with us so that we can reblog.

If you participated/are participating in any way in the #LTHEchat, please complete our short survey and let us know if you have other suggestions on how we could make the #LTHEchat more valuable for you. Thank you.

See you Wednesday 14th September, same time, same place. 8-9PM (GMT+1) #LTHEchat

The LTHEchat team

Posted in community | Leave a comment