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ALDinHE Hull 2017- Monday

Monday 10th April pm

Strategic collaborations
Carina Buckley and Steve Briggs

Goals of session to find areas of common interest.
Common interest and collaboration- 5 different reps from learning advisor groups outlined their specialities e.g. SIGMA maths & stats component, SEDA – staff and ed devopment  association run events, are academic developers, have a JISC Mail resources sharing info.

This was very interesting!

A sharing tool- you pose a question and responses are then collated and republished.
BARLEY?  Global forum for academic learning EAP. British and lecturers B &L redundant now!
ESOL-EAP. They publish proceedings, have bi-annual conferences, a JISC LIST
Information literacy group ILG is about information literacy which librarians usually deliver and support, produce journal open access, ILG, FUND RESEARCH WITH LIBRARIANS, digital literacy support e.g. Fake news

ALDinHE is an umbrella for all of these groups.

The same workshop should be redelivered at ATLANZ which is an associate body.Tues am.JPGTues am 2.JPG
The discussion which came out of the mind mapping and posters in groups led to the last little box, obstacles in the bottom left top image.

Tuesday 11th April 

am

Keynote speaker Prof Dave Hill spoke on Marxism– although some things were applicable to the New Zealand situation, it was very much a get rid of the ruling classes and everything will change in UK.  It also looked at the gap between rich and poor in education which appears more marked there.

He did suggest watching a movie directed by Ken Loach: I, Daniel Blake which I will follow up on.

Webinars for learning: what works for students?

Michelle Schneider, Emily Wheeler and Angela Newton

These three women were learning advisors within the library system at the University of Leeds and had been experimenting with various software to deliver webinars for the last couple of years.  They delivered the same content in workshops (speed reading, referencing, writing in exam papers & essays, critical thinking). After asking students who had attended at least one webinar about their experiences, found:

topic met needs was the number one response- as attendees (only) had access to the one hour session through a link to the video of it, they were also able to review it many times

informal and personal – their name was on the screen for the tutor to respond to but others could not see so it was friendly and safe

interactivity was surprisingly helpful- this was an activity about every 5-10 mins:

whiteboard: draw tool for polls with more than one answer,slides, videos for presentations and variety

polls,

chat breakout rooms for group activities

emojis for simple quick feedback

(tea breaks can be scheduled in with videos/slideshare or even a chat session feedback stage which is not compulsory to submit feedback on.)

The sessions were held at lunchtime or early afternoon – similar to our language support lectures so there is a possibility of presenting like this for LS in the future!

Designing interactivity.png

The workshop then broke into groups to try and imagine how to present and my group chose paragraph writing (mid-essay).

Plan:

whiteboard drawtool – students circle features of a paragraph – ‘fuzzy tool’  There would be ‘rogue’ features e.g. anecdotes/story telling, conclusions etc which would determine how much discussion (CHAT)  of them or exemplars to show in either video or slideshare format in the next stage.

Positive and negative videos to show would also introduce other speakers voices.

Chat for them or you to ask questions

Emoji quick feedback

Break out sessions to match, drop and drag, order or identify features in groups

Chat to conclude

Final slides of features in order

I can see a lot of potential for the use of webinars not just for support sessions outside of class but also as embedded sessions for study days.  This will need careful planning, peer observation of recorded webinars to check learning outcomes are being achieved & integrating into Moodle  would enable us to get a participation list.

My own personal experience of webinars has been ‘talking heads’, poor connectivity but hopefully IT has moved on in the last couple of years.

The last slide looked at challenges.Webinar challenges.png

pm 2.1 i-innovate: trying something different together

Debbie Holley

This was divided into 3 activities:

a.  Making paper planes with colour coded identifiers/decorations.  Once we had all made one we threw them at the presenters. After being asked which was the best we were then asked to think about assessments i.e. how can you decide without criteria.  Basically a good warmer for teachers and students.

b. Serious Leggo creation

Everybody had a bag of Leggo with the same pieces and had to create a model of the relationship between the learning advisor and the recipient of the learning.  Some very interesting creations, theraputic but explaining your creation was the real communication and learning outcome. (Pink flower=student, teach empathises with shape -head dress, shows path ahead, steps and multiple approaches to arrive at the goal after baby steps to achieve it!

Leggo.png

More importantly, Emily, at my table recounted how they used Leggo in a workshop on referencing.  Students made an animal with one piece from each cup of Leggo – 10 cups.  They had to use 8 pieces (and not spill them on the floor!)  Once the session started the animal was forgotten about until at least 20 minutes later when the creators were asked to identify which cup the Leggo head had come from.  If they couldn’t identify it, then the advisor removed the head, (or leg or whatever if they remembered the first time).  The analogy was to show that in academic writing you had to know where the ‘evidence’ came from.

c. The last activity was Google cardboard which we had to download the app for but they provided the cardboard ‘glasses’ box. We played with it for a bit then discussed at our table how it could be applied to our individual workplaces.  The presenters were supposed to collate the ideas and add them to the ALDinHE workshop site so I will have to check to see if our’s got there.  Ideas: A virtual language experience, identifying parts of a tool, landscape, historical scene etc

Anything sophisticated would need to be in conjunction with gamers and IT consultants so I do not see this taking off just yet.  A bit gimmicky but quite realistic flying scenarios which were very relaxing.

Cheap to supply the box set but that is all.

Wed 12th April

930am Key note: Defining the future of learning development- steering group

What is learning development and what does it do?

-Answers from Edinburgh last year made a manifesto:

a) politicised, hybridised, for students and teachers

b) contextualises, embeds, scaffolds, widens opportunities, infiltrates and connects, legitimises different kinds of knowledge and levels the playing fields.

c) who does it?  many kinds of names -teachers, advisors, lecturers

d) where does it sit? working with staff, extra curricula, working with students

e) status? within or outside of the systems

f) aspirations?  Flexibly change, empower ss

How can learning development achieve all its aspirations?

People are comfortable with the professional identity but it is eclectic by nature because it cuts across disciplines, areas, subjects.

At what point has someone actually become a learning developer?

Criteria:

qualifications

experience range

what does it encompass e.g. assessment, workshop etc, 1:1, will they be mixture of conference  attendees, presenters, write journal articles, be involved in institutional embedded development.

Activity: Groups work on the criteria to define a learning developer.

qualifications:

  • teaching and degree to empathise with students
  • widen entry to learning developers path- student undergrads with peer experience, reflection on practice, evidence of practice not necessarily teaching
  • research active /outputs?
  • core knowledge of expertise e.g. specific areas for librarians or subject area e.g. maths or IT, medicine
  • soft skills? to work with students: time managements, flexibility
  • HEA higher Ed Academy https://www.heacademy.ac.uk/
  • areas of activities for  associate, fellow and senior fellow descriptors
  • desirable is world experience- my input !

My work shop on ibooks Tuesday 3pm to 4pm

It started with PREZI petchakucha to arouse interest and as a brief overview.

The Powerpoint looked at how to make and use ibooks and ebooks and the pitfalls, which are many!  A certain amount of time was spent on the aspect of culture covered by an article written for the CLESOL2016 proceedings, where I also presented.

Delegates then spent some time trying out apps in the book, gave me some feedback.

Documents are attached.ROM ‘Weather…Or Not_ the new online editions for each month

 

 

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