Date for your diary: Summer Community-Led Pop-up Chat 16th August 8pm #LTHEchat

 

Summer pop-up chat

Towards the end of the last #LTHEchat Prof Phil Race tweeted:

 

In response Prof Peter Hartley put forward the suggestion for a Summer community-led pop-up chat. What’s this you might ask?! Well it’s a tweetchat where you the #LTHEchat community suggest themes and then vote for the top theme. Once decided you will then suggest the questions for this theme.

The plan is to:

  • open and share a Google doc with a deadline which allows everyone to suggest a main theme for the chat and vote on others’ suggestions. We will kick it off with a few suggestions.
  • at the first deadline – 8th August – confirm the top theme and issue a new doc with a deadline which invites questions on that theme.
  • at this second deadline – 14th August – confirm the 6 top questions and their order
  • run the chat at the agreed time and date – 8-9pm on 16th August.

As everyone has the theme and questions, everyone can facilitate!

UPDATE

Don’t you just love it when a plan comes together?! The #LTHEchat community has worked together to choose and vote on a topic and a collection of questions.

Some students feedback negatively on the ‘flipped classroom’ teaching style. Is the answer blended delivery or improved flipped classroom?

Q1 So we are all on the same page, exactly what do you mean by the ‘Flipped Classroom’ teaching style? #LTHEchat
• Q2 What Flipped Classroom activity has engaged your students most? #LTHEchat
• Q3 Is there any evidence that the flipped classroom works? #LTHEChat
• Q4 How do you sell a flipped or blended learning approach to your students?
• Q5 What do you do to ensure students undertake reading etc., before F2F session? #LTHEchat
• Q6 What one piece of advice would you give to a newbie re Flipped Classroom? #LTHEchat

The chat was captured as a storify by Chris Jobling, a regular member of the #LTHEchat community and one of our esteemed Golden Tweeters. You can find the storify here: https://storify.com/cpjobling/pop-up-lthechat

Below is how it was organised. Well done everyone. 

 

Community-led pop-up chat homework

So here’s what you need to do to contribute to the creation of the pop-up chat:

Step 1
Put Wednesday 16th August 8pm in your diary!

Step 2
Add your suggestion for a main theme to the table in this Google Doc. If the theme you like is already there, add your vote to the right hand column. Please complete this by Tuesday 8th August.

Step 3
Take a look at the chosen theme and contribute questions for this topic to the table in this Google Doc. Please complete this by Monday 14th August.  

Step 4
Join us for our community-led Summer pop-up chat on Wednesday 16th August 8pm 

We do hope you will join us from where ever you are – at home or chasing the sun! Until then follow @LTHEchat and #LTHEchat for updates.

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Enjoy the summer break #LTHEchat

Dear #LTHEchat friends,

We created a short mini film in which our last organising team shares their recent #LTHEchat experiences from the other side. Please watch this if you are considering joining a future team.

 

We would like to thank the #LTHEchat community, all our guests and collaborators, the #HEAchat and the RAISE network and wish you a relaxing summer wherever you are, whatever you do and hope to see you again in September.

Greece

Escape to an(other) island… image by Chrissi available under cc at https://flic.kr/p/daTBQL

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LTHE chat no. 88 Assessment in 21st Century Learning and Teaching in Higher Education

The focus of this week’s #LTHE chat is one which many of us will be involved in right now – and may be breaking away from final assignments, exams, or marking in order to take part – Assessment.

This week’s Tweetchat comes from RAISE – the network for Researching, Advancing and Inspiring Student Engagement (http://www.raise-network.com/) and is coordinated by their Special Interest Group coordinator for Engaging Assessment, Dr Deena Ingham.

Assessment is an essential part of higher education life for students and staff. Whether we do it as well as we could or should, whether it does what it should, is certainly something which has been debated by many experts over the years, but tonight’s focus is on the role of assessment in student engagement.

Repeatedly since 2005 when the National Student Survey was introduced, assessment and feedback have been shown to be the area students are least happy with.  We know too individual research and case study work that many academics find much of the assessment they are asked to evaluate equally unsatisfactory. Year after year institutions ask academics what they are going to do about addressing the issues arising from the NSS in terms of assessment and feedback.

To put this in context, the 2017 National Student Survey asked undergraduates leaving their first degrees four specific questions about assessment and feedback:

  1. The criteria used in marking have been clear in advance.
  2. Marking and assessment has been fair.
  3. Feedback on my work has been timely.
  4. I have received helpful comments on my work.

There are no questions in the NSS about inspiring, absorbing, productive and thus engaging assessment, about exciting and absorbing approaches which is what we hope to hear tonight. In RAISE we are aware that many in higher education are developing hugely challenging and engaging assessment practices so tonight will be a chance to share those, together with ideas, concerns and give us all a chance to benefit from the collective power of the #LTHE community

When you answer it would be really helpful to understand your perspective – are you a student or staff? What’s your subject area too?

See the shortened Storify (the too many tweets last night, Storify couldn’t pull in) and check out #lthechat on Twitter.

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Deena Ingham

Dr Deena Ingham

As a Senior Fellow of the Higher Education Academy I have been involved in UK higher education as an academic and academic developer since 2004, joining Loughborough’s Centre for Academic Practice in February 2014.

I am the Programme Director of the Associate Teaching Programme (ATP), and deliver modules on the Postgraduate Certificate in Academic Practice (PGCAP). I am responsible for a series of teaching development workshops, mentor colleagues through Loughborough University’s Continuing Professional Development (CPD) Scheme, and have a particular interest in the areas of assessment, learning engagement and degree legacy.

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LTHEchat no.87 Professional Development Challenges in Learning and Teaching in Higher Education

This week we have Professor Sally Brown returning to LTHEchat with a great topic. Over to Sally to describe this week’s topic…

In our new book to be published with Palgrave in the summer of 2017, ‘Professionalism in practice: key directions in higher education learning, teaching and assessment’ (Sambell, K., Brown, S and Graham L.), Kay Linda and I have concluded with a series of seven challenges for readers around translating action into transformative change to benefit our students, our universities and ourselves, and these challenges will form the basis of my Tweetchat, in which my two co-authors aim to engage too.

Higher Education Institutions are not always happy places to work nowadays, since there is an increasing emphasis on performativity, multi-tasking and target achievement. Our aim in writing the book was to help to make the lives of those working in higher education careers more productive, positive and pleasurable, while simultaneously improving the lot of students who are the focus of our work. So for this tweetchat, we hope that by engaging with some of our challenges, you will have the satisfaction of knowing you are doing the worthwhile job effectively of fostering excellent practices and positive student experiences as committed and dynamic professionals. So are you prepared to make a commitment to:

  • Self-challenge: some educational innovations might feel unfamiliar or challenging. If there are aspects of practice you find force you out of your comfort zone, for example, using innovative technologies to assess, flipping learning or doing role plays with groups, what strategies can you use to overcome these hurdles? Are there ‘buddies’ you can access who can help you along the way (and are there some things you can help them with reciprocally)?
  • Ongoing professional development; in just about every profession, there is an expectation to undertake periodic and productive developmental activity. How much time are you able to commit to professional updating? As well as pedagogic courses and conferences, are you able to access informal self-development opportunities like Tweetchats like our own #lthechat) and engagement with MOOCs? How much time can you allocate to reading about Learning, Teaching and Assessment, and are your prime sources for updating books, articles, professional magazines (like SEDA’s Educational Developments) or electronic publications? How do you prioritise your reading?
  • Partnerships with students: your learners have a high stake in the professional work you undertake. To what extent do you work with student representatives and others to enhance curriculum design, delivery and assessment (Healey, 2014)? How much account do you take of feedback from current students to improve the experiences of subsequent cohorts? To what extent do your systems allow (or require in the UK) students to be involved in quality assurance activities? Do you take every available opportunity to learn from your students?
  • Inclusivity: how can you, in your live and virtual classrooms, work towards equivalence of experience if not identicality? How can you combat some of the barriers that society puts in place to disable some learners? In planning assignments, do you build in reasonable adjustments for students with disabilities from the outset, rather than waiting for contingencies to arrive and designing alternatives at the last minute (Waterfield, West and Parker, 2006)? Are you careful about not making assumptions about students’ domestic and personal circumstances? For example, refugees and students from ‘Looked After’ backgrounds, that is from foster or child-care homes, do not always have family to turn to for help or advice, and not all students live in traditional family contexts.
  • Engaging with communities of practice around learning, teaching and assessment. To what extent are you able to engage with the pedagogic strands within your professional, regulatory or subject bodies? Where you work in an institution which has Faculty or University/college wide commitment to CPD, how much can you contribute to your LTA conferences and workshops? Can you contribute to institutional design and delivery of your Post Graduate certificate programmes in Academic Practice/ Learning and Teaching in Higher Education? What can you do to foster developmental approaches to teaching observation? How can you best share your good practice with others within and beyond your own HEI, nationally and internationally?
  • Cross-cultural capability: higher education nowadays has global reach and cross-cultural expectations (Jones and Killick, 2013). Do you use teaching, learning and assessment practices that some students in your classrooms find unfamiliar and alien? How do you go about finding out what kinds of experiences they have had to date of teaching, learning and assessment, the last of which is often very different? Do you support international colleagues to understand how national quality systems work in your country? Is your curriculum designed to showcase international practice in case studies and the like?
  • Paying forward: it is likely that you have in your career benefitted from support from more experienced colleagues. How can you bring on the next generation of teachers and learning support staff? Can you take under your wing colleagues new to teaching, (and particularly assessment), not only to help them flourish, but also to assure the standards of the curriculum provision you share? To what extent can you mentor colleagues seeking professional accreditation or career advancement? How can you be a good academic citizen?

References

Healey, M., 2014, February. Students as partners in learning and teaching in higher education. In Workshop Presented at University College Cork (Vol. 12, pp. 15-00).

Jones, E. and Killick, D., 2013. Graduate attributes and the internationalized curriculum: Embedding a global outlook in disciplinary learning outcomes. Journal of Studies in International Education17(2), pp.165-182.

Waterfield, J., West, R. and Parker, M., 2006. Supporting inclusive practice: developing an assessment toolkit. Towards Inclusive Learning in Higher Education: Developing Curricula for Disabled Students, Routledge: London, pp.79-94.

 

sally-brown-2015

Professor Sally Brown is Emeritus Professor of Higher Education Diversity in Teaching and Learning at Leeds Metropolitan University and was until July 2010 Pro-Vice Chancellor (Academic). She is also a Visiting Professor at the University of Plymouth and Adjunct Professor at the University of the Sunshine Coast and James Cook University (both in Queensland, Australia). Sally has worked in education for more than forty years and was, for five years, Director of Membership Services for the Institute for Learning and Teaching, prior to which she worked at the University of Northumbria at Newcastle for almost 20 years as a lecturer, educational developer and Head of Quality Enhancement.

She is a National Teaching Fellow and was awarded a £200,000 NTFS grant for three years to research Innovative Assessment at Master’s level. She is widely published, largely in the field of teaching, learning and assessment. Sally is an independent consultant and workshop facilitator who offers keynote addresses at conferences and events in the UK and internationally.

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LTHEchat no.86 teaching, learning and assessment now the floodgates are open

This week we have Dr David Baume. The topic is ‘teaching, learning and assessment now the floodgates are open’

Before printed books, the teacher was necessarily the fount of formal knowledge. Print, and then libraries, could have shifted the teacher from fount to gatekeeper, from the source of knowledge to the determiner of what was valid knowledge. But mainly it didn’t. We still lecture. Teachers’ control of assessment helps keep us in the fount / gatekeeper role.

Take a look at the curated Storify.

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But a fast-growing proportion of the world’s fast-growing river of knowledge is now readily accessible to the fast-growing proportion of learners connected to the internet.

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What does, could, should this dramatically wider accessibility of information mean for our roles as learners, teachers, course designers, learning technologists and developers? Do we try to keep control of the information flow? And / or do we help our students to drink from the waterfall but not drown under it? And, in either case, how?

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Wednesday 7th June Questions

Q1 How far are teachers and librarians still gatekeepers to (valid) knowledge for students?

Q2 (Why) do we still value students (and teachers) knowing information?

Q3 What should we teach / tell, and what should we ask students to look up / find out?

Q4 What should students be able to do with the information they can so readily look up?

Q5 How should we and students find out whether and how well students can do – all your answers to Q4? That is, how should we assess?

Q6 It’s now 2027. Write extracts from a Student (S-) or Teacher (T-) diary, to show what HE is now like, use-of-knowledge-wise

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David Baume PhD SFSEDA FHEA is an independent international higher education researcher, evaluator, consultant, staff and educational developer and writer. He was founding chair of the Staff and Educational Development Association (SEDA); a founder of the Heads of Educational Development Group (HEDG); and founding editor of the International Journal for Academic Development (IJAD).

He was previously a Director of the Centre for Higher Education Practice at the Open University, where he chaired the production of three courses on teaching in higher education.

He has co-edited three books on staff and educational development, and published some 60 papers, articles and reports on higher education teaching, assessment, evaluation, course design, portfolios and personal development planning. He reviews papers for several higher education journals.

David’s passion is helping the improvement of learning in higher education.

david@davidbaume.com | @David_Baume

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#LTHEchat 85: The wicked problem of creative teaching and assessment #creativeHE

This week we have Professor Paul Kleiman providng the questions on the topic of ‘the wicked problem of creative teaching and assessment’. This chat is linked to the open course #creativeHE which is offered this week.  On Wednesday, please use #LTHEchat and #creativeHE during the chat. Thank you.

Paul has the story of D, over to Paul.

Storyify of the chat is available here

The Story of D.

“Arts education is a seriously funny business. We demand that students conform to the formalities of the university and yet we secretly hope they will practise wild, if subtle rebellion. We require them to be versed in inherited theoretical vocabularies, but need them to energise us with some previously unseen thing. Besides, these days their lecturers are generally up to something even more weird, spending day after day away from the studios in interminable admin meetings. The very fact that so many students survive the contradictions is in itself wonderfully encouraging.”

(Robert Clark,  The Guardian 1998)

Some years ago I was in central Europe interviewing applicants for the performance design degree course that I ran at one of the UK’s arts-based higher education institutions. Amongst those interviewed was a young woman, D., who immediately struck me and my co-interviewers as a real ‘creative spark’. It was also obvious that she possessed many of the qualities and attributes that are characteristic of highly creative people (see table, below). We also recognised that if she were to accept the offer of the place that we made, her relationship with the course, the institution and the system would not be unproblematic.


Characteristics of highly creative individuals

 High curiosity
 High idea generation
 High risk-taker
 Lots of questions
 Openness to experience
 Self-confidence
 Broad range of interests
 Collector of the Unusual
 Lateral thinking and responses
 Uninhibited
 Radical
 Tenacious, determination to succeed
 Intellectual playfulness
 Preference for complexity
 Concerned with conceptual frameworks
 Keen sense of humour (often bizarre, irreverent, inappropriate)
 Highly self-aware and open to the irrational within themselves
 Heightened emotional sensitivity
 Non-conforming, accepting of chaos, not interested in details
 Described as ‘individualistic’ but not afraid of being classified as ‘different’
 Unwilling to accept authoritarian pronouncements without overly critical self-examination

(compiled, adopted & adapted from several sources including Craft, 2000; Simonton, 2010, Martinsen, 2013 and others)

Our assumptions proved correct as D. challenged, often in a very creative way, the course work and assignments that were set. We would set an assignment that we felt best met the needs and aspirations of the students and also met the learning outcomes of the programme. Inevitably there would be a knock on the office door, and there would be D., always polite – within bounds – but fiercely determined.

“Hello D. Can I help you?”

“Yes. You know this assignment that you have set us?”

“Yes, of course. What about it?”

“I’m sorry, but it is shit. I have a much better idea.”

And usually it was. Leaving us – the course team – to wonder why we hadn’t thought of that!

To  give you some sense of the sort of mind we were dealing with……

It is early in the first semester of the first year. I am standing in an alcove, half way up the institution’s rather grand staircase, that leads from the pillared and porticoed foyer. I am having a heated discussion with D. about the importance – in the visual arts – of labelling one’s work. D. is having none of it.

lipastaircase

‘I just want people to experience my work’.

And I’m trying to explain that giving a piece a title – even if it’s called ‘Untitled’ – accompanied by some form of description is part of the discourse and practices of the visual arts disciplines.

A day or so later I am walking up the same staircase, and on reaching the alcove I see that someone has dropped a crumpled up piece of A4 paper. I bend down to pick up the litter, and can’t – well not easily. It’s heavy. And it’s not paper. It’s a perfectly formed piece of crumpled A4 paper made of some form of plaster. Then I notice a pair of small binoculars attached to the cast-iron banisters of the staircase, and an arrow pointing upwards. The foyer wall goes up the entire height of the building. Taking hold of the binoculars and training them upwards in the direction of the arrow, I spot – high up on the foyer wall –  a little white label which says, in clear printed lettering: ‘Little Rubbish Thing No. 1′ by D.’  with its dimensions and the material it was made of.

But it didn’t stop there. Every week for the rest of the year a ‘little rubbish thing’  – different every time – would appear somewhere around the building, with an appropriate label located nearby.

We were caught in a dilemma. We had in D. someone was clearly an exceptional, highly creative person. Moreover, and importantly, she was generally recognised across the institution, which prided itself on its fostering of creativity and innovation, as one of the most creative individuals in the building. Many students (and some staff) wanted to work with her. Yet her refusal to comply with and conform to the regulations and procedures of the university put her at severe risk of failure.

There was a consensus amongst the course team, supported by the external examiner, that we would do all we could to keep D. on the course, even if it meant bending (but not breaking) the regulations. Our reasoning went as follows: The institution was dedicated to excellence in the creative and performing arts. The institution and its courses were designed to attract the most talented and able students. We taught a subject that placed a high priority on creativity and creative solutions within an institution that espoused the same values. If we could not keep someone like D. on the course, then we had to seriously question ‘what are we doing?’ and ‘why are we doing it?’. Or, as our external examiner put it: “If, in an institution like this, you can’t keep someone like D. on the programme, then you might as well go and work in a cake shop!”

In the end there was a compromise. D. agreed to undertake those parts of the course that were essential to her staying, and we would endeavour – with the encouragement of the external examiner – to ensure that we could fit her work (and her!) into the assessment system of the validating university.

Until the end, D. remained politely but fiercely determined to follow her own vision, producing sometimes exceptional work – which frequently didn’t fit comfortably into the assessment expectations.

D. graduated, with a reasonable but not exceptional  grade.

She is now a successful artist/designer/maker, based in her home country.

*  *  *  *  *  *

“There is a vitality, a life force, an energy, a quickening that is translated through you into action, and because there is only one of you in all time, this expression is unique. And if you block it, it will never exist through any other medium and will be lost.”
Martha Graham

Originally published on Professor Kleiman’s blog here: https://stumblingwithconfidence.wordpress.com/2016/06/10/the-story-of-d/

s200_paul.kleiman

Professor Paul Kleiman is a researcher and consultant, with a background in the performing and visual arts. Currently he is Senior Consultant (Higher Education) at Ciel Associates and a Visiting Professor at Middlesex University in London and Rose Bruford College in Kent. Previously he was the Higher Education Academy’s UK Lead for Dance, Drama and Music in higher education, supporting and enhancing learning and teaching in those disciplines in universities and colleges across the UK. Paul is a regular speaker at conferences and seminars, and undertakes consultancy work.

Paul’s research is mainly in the fields of creativity, assessment and curriculum design, though he also write about other issues in higher education.

Please remember to claim your #LTHEchat guest badge from here by submitting the related post to this specific chat. We will also remind you through the weekly blog posts.

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#LTHEchat 84: Student Retention – where do we start?

This coming Wednesday we have Neil Withnell, so over to Neil to explain the topic and the pre-tweet chat reading (optional).

Following on (very nicely) from last week’s chat on the first year experience (you can find details here) this next chat will explore the issue of retention in higher education.

Retention is a highly topical area and is one of the metrics in the Teaching Excellence Framework (TEF), which is at the forefront of Higher Education. The TEF is highly relevant but more important is the issue of learners choosing a subject/career/future and then find themselves in a position of leaving – surely this is something that could be avoided? A startling statistic highlighted almost a third of first-year students had dropped out/thought of leaving their course – you can read this here

There is a lot of literature regarding this subject (also focusing on attainment, progression etc) and a useful starter is the HEA framework

This twitter chat is an opportunity to share experiences, ideas, thoughts and discussion on this vital topic. Be prepared for a few twists and turns this week……

The storify to this chat will be linked to from here (this is just a flavour of this very active chat).

Neil Withnell

Neil Withnell is an Associate Dean Academic Enhancement at the University of Salford. He is a regular LTHE chatter and a recipient of the LTHEchat golden tweeter award. He is a Senior Fellow of the HEA and passionate about higher education and the student experience.

Please remember to claim your #LTHEchat guest badge from here by submitting the related post to this specific chat. We will also remind you through the weekly blog posts.

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#LTHEchat 83: Enhancing First Year Experiences

Join us, Diane Nutt, Ed Foster, and William Carey on the 10th of May at 8pm to discuss ‘Enhancing First Year Experiences’. 

This Twitter chat focuses on some of the ways we might support first year students with their transitions into and through the first year of higher education.

We recognise that there are probably as many first year experiences as there are first years, but we also consider that a successful transition into HE is sometimes challenging and offers all students an accumulation of ‘firsts’, even if these may vary, for example:

first lecture;

first HE assignment;

first time away from home;

first time using a VLE;

first time calling a teacher by their first name;

first seminar;

first independent study time-management challenge;

first encounter with discipline language;

first time finding your way around buildings with no logical room numbering;

first time living on your own in a new town (or country);

first time being taught everything in English;

first time managing a split site learning experience;

first time studying full-time alongside taking care of a family;

first time reading academic articles;

first time writing a lab report;

first time you have ever heard the term semester, or even trimester

Add to this accumulation of first experiences having to learn a new subject from new teachers, with new fellow students and it can all be just too much. Even students who are not tempted to leave may find it difficult to do their best.

How can we help? Most universities provide a range of additional support (welcome week, student services, drop-in library help desks, etc) to help those new to university life, but do we also help in the way we teach and support learning? Is the curriculum designed to support the transition effectively? Are we providing tools and approaches which enable new students to connect with their subject and their new learning journey. Is there more we could do?

This session follows the traditional #LTHEchat pattern of 6 slowly released questions and an open free flowing Twitter discussion. To give you more characters to work with, we suggest using the acronym FYE for First Year Experience/s in your tweets.

The Storify for the chat is available here.

Your team for this week’s chat (in alphabetical order):

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William Carey has recently moved to University of Manchester Students’ Union as the Head of Education and Advocacy. Prior to this he was a Teaching and Learning Manager/Advisor for Student Engagement at The University of Manchester – it took a long time to move just over the road! He has taken into his new role a passion for student engagement and peer education, and is learning more about how these areas can inform/be informed by his new role, which also includes campaigning, advice service and democracy. He has supported a number of pilots in student/staff partnerships, most recently with the REACT project and a joint HEFCE/TSEP project incorporating Student Voice into the new APR. As an original member of the European First Year Experience Network (EFYEN) and host of the 2011 conference in Manchester, the first year experience has been an energising thread throughout his career. He is hoping the upcoming Twitter chat will add more fuel to the fire for him and others to continue to build a great first year for all!

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Ed Foster is the Student Engagement Manager at Nottingham Trent University (NTU). He currently leads an Erasmus+ funded research project to investigate strategies for supporting student transition into the first year with KU Leuven and Universiteit Leiden. He is responsible for delivering the NTU Student Dashboard learning analytics resource. Ed is an active member of the European First Year Experience Network and he and his team hosted the conference in 2014. He previously led one of the original “What Works? Student Retention and Success” projects investigating those factors that caused first year students to consider dropping out and those factors that helped them to stay. He previously organised and delivered NTU’s Welcome Week programme for nine years and was responsible for study support at the University. He is also a volunteer cub scout leader on Wednesday evenings. If he goes quiet during the L&Tchat, he’s probably helping some cubs tie a sheet bend.

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Diane Nutt is an Independent HE Consultant, which sounds much more pompous than it actually is. She works with institutions and individuals on a variety of issues relating to teaching in universities and to supporting student learning throughout the student journey. She has a particular interest in how you develop staff who teach in HE, and how you help academics teaching students in transition. She is currently working on a SEDA small grant funded project exploring those issues. Before she started out on this exciting independent life she worked at Teesside University, where she set up a Student Retention Team and led a first year and students in transition strategy. She has researched and written about First Year Experience and student transitions. She also set up the European First Year Experience Network and Annual Conference, which has now been running for 11 years. She hopes to see some of you in Birmingham in June this year for that event! She is also on the International Advisory Board for the USA National Resource Center for First Year Experience and Students in Transition.

Finally, it would be wonderful if we could hear the student voice loud and clear this week. Do you have any students who would like to join in the chat? Please let them know about it and how to join in. Would your students be able to send you a short talking head talking about any thoughts, issues, or reflections from their first year experience (30 seconds to 1 minute)? If you have any student video or audio to share, please get in touch and we will tell you where to send them! You can also share a link on Twitter on the day.

Many thanks,

Diane, Ed, Will, Santanu, and Becci

Some links relating to FYE that might be of interest:

European First Year Experience Conference forthcoming in 2017 (Birmingham June 28th-30th) http://www.efye2017.co.uk/

Conference proceedings and some presentations from the EFYE 2014 conference https://www4.ntu.ac.uk/apps/events/9/home.aspx/event/151843/multimedia

Join the EFYEN (European First Year Experience Network) JISC mail list for discussions about all things first year experience EFYEN@jiscmail.ac.uk

USA National Resource Center for First Year Experience and Students in Transition website

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#LTHEchat 82: Evidencing practice for TEL

We are back after our Easter break! This coming Wednesday, 3rd May, we have Sue Watling and Patrick Lynch. Over to them…

Patrick and I have been invited to experiment with the #lthechat format. Hence this link to a google doc for anyone wanting to break free of the 140 character tweet limit.

We’re also flipping. Some (not all!) of the questions are already available on the google doc (above).

We are asking:

  • Is there evidence technology can make a positive difference to learning and teaching?
  • If so, where it is?
  • If not, does it matter?

For evidence read data. We (in particular Patrick) are interested in data of all shapes and sizes.  By the end of Wednesday evening’s chat we aim to have:

  • surfaced the role of data in TEL,
  • uncovered evidence of what has already worked
  • highlighted places where TEL is making a difference to what students do (for better worse!)

Alternatively, we might simply raise more questions than answers.
The chat has a TEL focus but if you feel inspired to contribute anything around evidence based practice in face-to-face environments (e.g. I could have used technology but didn’t) please feel free to do so.

To join the LTHEchat, follow the #LTHEchat hashtag on Wednesday between 8-9pm. Join in the conversation or just listen in. Everybody welcome.

The storify will follow shortly after the chat.

Sue is a Teaching Enhancement Advisor at the University of Hull and previously Senior Lecturer in Education Development at the University of Lincoln. With a background in technology enhanced learning, Sue supports staff and students with the shift from face-to-face to virtual environments (learning design, developing digital capabilities, accessibility etc) while her PhD research explores how staff conceptualise learning and teaching in a digital age. Sue is co-author of Social Work in a Digital Society https://uk.sagepub.com/en-gb/eur/social-work-in-a-digital-society/book238687 and maintains the Digital Academic blog https://digitalacademicblog.wordpress.com/

SueWatling

Patrick is currently a Teaching Enhancement Advisor at the University of Hull. Patrick has spent (too many) years working with learning technologies in a role supporting staff in their development of learning and teaching, sometimes with the use of technology. Patrick is the community coordinator for the international Apereo Open Source Foundation Learning Analytics Initiative and has recently been working with US company Unicon Inc. supporting the Jisc Effective Learning Analytics Project. Patrick is a proponent of combining Learning Analytics and Learning Design.

Patrick Lynch

1b503731f5fa1b98f40d0dd868660d9d_13Please remember to claim your #LTHEchat guest badge from here by submitting the related post to this specific chat. We will also remind you through the weekly blog posts.

The storify of the chat is available here

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The #LTHEchat is having a break. We will be back on the 3rd of May!

Hello #LTHEchatters,

As this term has come to an end, the team taking over the baton, would like to wish you all a wonderful break and thank you our outgoing #LTHEchat organising team Haleh, Sally, Will and Neil who was their mentor, as well as all our wonderful guests, Simon our loyal doodler and all of you who engaged so passionately in the weekly exchanges around learning and teaching.

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Spring means new beginnings! Image source

We will be switching off the chat for just a few week but will return with fresh energy and ideas on the 3rd of May.

The week before, please remember the next joint #HEAchat and #LTHEchat is on the 26th of April.

Ok, so we are the new #LTHEchat, Becci and Santanu. Together we are going to lead the #LTHEchat activities until the end of June and our plan is to shake things up a little bit.

1b503731f5fa1b98f40d0dd868660d9d_13Please remember to claim your #LTHEchat guest badge from here by submitting the related post to this specific chat. We will also remind you through the weekly blog posts.

Be prepared to be surprised and willing to immerse yourself in a range of tweetchat formats this coming term. We will also welcome ideas and wishes from our guests to encourage further experimentation, learning and development that will keep us all stimulated.

You will also have the opportunity to vote to whom the Golden Tweeter Award should go next 😉

We are very excited and can’t wait to see you in May!

Becci and Santanu
Your brand new #LTHEchat organising team.

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