Technology Enhanced Learning
#Take5 #82 What does AI mean for Learning Development?
This #Take5 is brought to you from our very own Lee Fallin. Lee has been exploring and playing with this AI technology for some time now – and we asked him to share his insights with the wider LD community. So – read on – and let us all join the conversation about what these revolutionary techs mean for our students and for us. If it’s all about the ChatBots: What about Learning Development? This blog post will muse on the ‘rise of AI’ and what this means for Learning Development. I am not an expert, but I have spent much …
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#Take5 #79 Bricks behind bars: lessons from LEGO® Serious Play® workshops in prison
This #Take5 is brought to you from Julia Reeve – and it is a beautifully detailed and thoughtful look at LEGO® Serious Play®. Julia Reeve is a National Teaching Fellow based in Leicester who works in diverse educational settings including Further, Higher, prison and community education. Her practice focuses on building confidence, connection and creative thinking via imaginative, multisensory learning. If you’ve never attended a LEGO® Serious Play® session yourself – please, please read on. Setting the scene My name is Julia Reeve, I’m an educational consultant and part-time lecturer in the Faculty of Business & Law at De Montfort University, Leicester. I’m …
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#Take5 #74 Massive Online Open Courses (MOOCs): It’s massive, it’s open, it’s learning!
Bringing development opportunities to the masses This #Take5 post is brought to you from Dr Lee Fallin a regular tweeter and learning developer based at the University of Hull. Lee loves all things digital, and uses this #Take5 post to reflect on his journey from MOOC consumer to MOOC producer. I first learned about Massive Online Open Courses (MOOCs) at the 2013 ALDinHE Conference hosted at the University of Plymouth. This was *just* as MOOCs were emerging as a popular means of accessing learning online. MOOCs are designed to support unlimited participation and open access by delivering learning through online …
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#Take5 #73 Teaching research skills – my epic adventure…
This month’s #Take5 is brought to you from Daisy Abbott an interdisciplinary researcher and research developer based in the School of Simulation and Visualisation at The Glasgow School of Art. Daisy experiments with game-based learning – and has created a novel approach to teaching research skills. Research: Mapping and Pathfinding My name is Daisy Abbott, I’m a researcher in game-based learning and teacher of postgraduates at the School of Simulation and Visualisation at The Glasgow School of Art. Join me on my quest to navigate the dangerous lands of teaching Research Skills… Keywords: Research skills, academic skills, higher order thinking skills, …
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Using Student Engagement Data to Evaluate Online Activities and Resources
In this blog article, we will be sharing the results of our research into student engagement with online learning and which virtual educational tools are preferred by staff and students at the University of Exeter. After the COVID-19 pandemic hit in 2020, we, as well as all the teaching world, had to rapidly assimilate new online technologies and learning materials, in order to carry out online teaching. Yet, some have proved more popular and engaging than others. This is what we wanted to research: what do staff and students have to say about the online learning tools, and how are …
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#Take5 #65 Wellbeing: The chasm between students’ expectations and institutional provision
This #Take5 blog is brought to you from Debbie Holley and David Biggins, two researchers from Bournemouth University who are interested in the digital experiences of students, with a focus on digital wellbeing and support. Mind the gap “Be more mindful about the situation, be more kind”. Advice to academic staff from an undergraduate student. “Be better at supporting students who need help or who are behind” “Be more understanding especially with non-visible disabilities and health issues!” This blog post reports on a piece of work we carried out in May-June 2021 during the Covid-19 pandemic where we asked students …
#Take5 #62 Reflecting back and moving forward – 8 lessons from ants
Make like an ant? This #Take5 post is brought to you from Dr Katharine Jewitt from The Open University who shares what we can learn for our teaching and learning online from ants. Katharine is looking back at what we have adapted to this year – highlighting the lessons learned that we can take forward in our practice – especially for those of us who will continue with some (or all) online delivery next year. For those of you who already feel a bit too ant like in the version of Technology Enhanced Learning that is emerging post-pivot – please …
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#Take5 #61 Breaking the Zoom gloom for students: hi-tech to lo-tech solution
This #Take5 post is brought to you from Debbie Holley and Heidi Singleton, Bournemouth University, UK – who also delivered this as an engaging LD@3. Challenge that ‘Zoom Gloom!’ (Wiederhold 2020) Learners describe their ‘best learning moment’ as a ‘flow’ – a point of psychological deep involvement of immersion in an activity or a task, which results in deep learning and high levels of satisfaction (OU Innovating Pedagogy Report 2021). The Learning Development community are experts at creating these types of activities (see the amazing LearnHigher site); this post explores how we can further enhance our student offering through considering extending learning opportunities through simulations. Students report …
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#Take5 #59 Building a Study Community through Podcasts at the University of Glasgow
This month’s #Take5 post is brought to you by Dr Micky Ross and Dr Julia Bohlmann at the University of Glasgow. We asked them to contribute because we were blown away by their ScotHELD session on the way they had used podcasting as part of their repertoire of responses to Covid-19 and the rapid change that we all went through adjusting to online delivery of our provision. Who we are and why we embraced the pod We are Dr Micky Ross and Dr Julia Bohlmann – the International Team at the University of Glasgow’s Learning Enhancement and Academic Development Service …
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#Take5 #57 Using the jigsaw technique for collaborative online learning
Puzzling the pieces This #Take5 is brought to you from Katharine Stapleford who has solved this year’s Covid-19 problem – how to get students working (and reading) collaboratively when studying online and at a distance. Here’s Katharine: Background I teach on the MA Digital Education programme at Leeds University. The programme is 100% online distance learning and recruits students from all over the world. The programme adopts a flipped learning* design, whereby each weekly unit centres around an interactive student-led synchronous seminar with some asynchronous pre- and post-seminar tasks. Why the jigsaw technique? The underlying principle of the jigsaw technique, …
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