SlideShare uma empresa Scribd logo
1 de 15
Baixar para ler offline
UWS Learning and Teaching
Conference
Hamilton Campus
20th June 2013
‘Effective, Sustainable Learning - How Shall We
Support it?’
Draft programme 20.06.13
Time ACTIVITY Room
09.00 Registration and Tea/Coffee and POSTER EXHIBITION
09.25 WELCOME – Professor Seamus McDaid, Principal
Keynote Lectures - Chair, Dr David Ross, Director of CAPLeD, UWS
09.30-
10.10
KEYNOTE
Dr Richard Hall
National Teaching Fellow (2009), and Reader in Education and Technology.
Head of Enhancing Learning through Technology, Department of Library and Learning
Services, De Montefort University
‘The challenges of resilient learning and the production of a university experience’
When we speak of 'sustainability', what is it that we wish to sustain? In a future of
climate change, energy depletion and low or no economic growth, what will Higher
Education look like? Will our institutions and the current form of educational provision
survive? Richard Hall’s keynote will encourage participants to imagine and work towards
education projects that focus upon a more ‘resilient education’.
In his keynote, Richard will situate the ideas that underpin the strategic development of
university life, including both government policy and the economic, social and cultural
needs of local communities, in light of disruption. Such disruption includes: a near-future
scenario of energy scarcity, which impacts both the reliability and availability of
affordable energy; the need to shift radically to the use of renewable energy and to
implement extreme efficiencies; and the historical and material ramifications of a politics
of austerity. In the face of these disruptions, Richard will ask: “How resilient are our
educational institutions, curricula and pedagogies?”
In part, this question forms part of a debate over the idea of the University. Central to
this debate is the notion that resilience might usefully be centred on deliberating the
social relations that enable learners and tutors to manage disruption, rather than
situating practice within the adoption of appropriate business models that may
ultimately be alienating. There is an opportunity for developing a resilient HE through
negotiated ownership and co-governance. It is this notion of co-governance that ought to
be central to the idea of the twenty-first century University. Richard will question
whether what is required in this view is counter-hegemonic practice; a counter-culture in
which we deliberate and re-assert the social, rather than economic, obligations that drive
us, and through which we focus upon social rather than economic enterprise.
10.15-
10.55
KEYNOTE
Professor Malcolm Foley
Vice Principal (Teaching and Learning) and Executive Dean, UWS
‘Effective Learning – Where are we?’
10.55-
11.10
Questions and Discussion
11.10-
11.30
Tea/Coffee, Networking and POSTER EXHIBITION
Draft programme 20.06.13
1
Nursing & Midwifery Council (2010) Standards for pre-registration nursing education, Nursing & Midwifery Council, London
http://standards.nmc-uk.org/Pages/Welcome.aspx
2
Nursing and Midwifery Order 2001 http://www.legislation.gov.uk/uksi/2002/253/contents/made
3
Nursing and Midwifery Order (Amended) 2008
4
European Tuning Project (2009) Tuning Educational Structures in Europe, Tuning http://tuning.unideusto.org/tuningeu/
5
Francis. R (Sir) (2013) The Mid Staffordshire NHS Foundation Trust, Public Inquiry, Executive Summary
PARRALEL SESSIONS-MORNING
WORKSHOP 1- EMBEDDING GRADUATE ATTRIBUTES AND EMPLOYABILITY IN THE CURRICULUM
Chair: Marcella Kean, Senior Effective Learning Tutor, CAPLeD, UWS
11.30-
12.00
1A Dr Charles Neame, Senior Lecturer, Glasgow School of Art
‘An Anatomy of Employability: Articulating Graduate Capabilities for the Creative Arts’
The session will outline the progress made in our HEA-funded Teaching Development
Grant project “an Anatomy of Employability”; illustrated with reference to one or two
inter-disciplinary and inter-institutional work-related learning student projects. The chief
aims of the “Anatomy of Employability” project are:
1. To articulate and develop discipline specific modes of delivery for employability
in Fine Art, Design and Media;
2. To ascertain the skills required for early professional success, to ensure that
students understand what is expected of them beyond graduation and how to
achieve it;
3. To co-design employability content with student researchers and for students to
be critically engaged with their professional development.
For the remainder of the session colleagues will be invited to identify the principles of
collaborative, interdisciplinary and work-related learning which can be used to enhance
learning for employability in their own disciplines.
12.00-
12.30
1B Alison Mc Lachlan, Senior Lecturer, Enhancement & Quality Lead and
Christine James, Senior Lecturer, Student Experience Lead
‘Analysis of Fitness to Practise Procedure’
The intellectual, professional, academic and practice competencies required by nursing
are defined by the Nursing & Midwifery Council1 2 3
and the theoretical approach to a
degree /higher degree verified as compatible and meeting the requirements set for
participating countries in the Bologna Process incorporating the European Tuning
Project.4
Preparation for professional practice demands a robust and dynamic
programme that equips students optimally to meet the demands of person-centred care
in the context of unparalleled changes in healthcare provision and current economic
markets that are unprecedented.
Public confidence in professional conduct has been shaken by the numerous reports
citing patient care falling well below any reasonable interpretation of acceptable
standards, indeed nursing has been associated with notable serial killers in the UK,
however more recently and profoundly by the public inquiry into serious failings at Mid
Staffordshire NHS Foundation Trust.5
The latter report has culminated in some 290
recommendations with 25 related directly to nursing practice, 8 concerning the care of
the older adult and 10 specific to the regulatory function of the Nursing & Midwifery
Council. In particular, duty of care in nursing is a constant theme emphasising the
personal qualities of professionals and the capacity to deliver effective compassionate
care. In reference to nursing education and professional development of students the
report recommends that recruits are able to evidence ‘appropriate values, attitudes and
6
Ibid No 3: Recommendation No 185, Nursing, Focus on culture of caring. P 105
7
University of the West of Scotland (2012-15) Breaking Boundaries, The UWS Internationalisation and Global Citizenship Strategy
http://www.uws.ac.uk/about-uws/overview/missions-and-strategies/
behaviours’ and the ability to put ‘others welfare above their own interests’.6
The Faculty of Education, Health and Social Sciences developed Fitness to Practise
Procedure in 2007, revised 2009. Within the Faculty, the School of Health, Nursing and
Midwifery implemented Fitness to Practise procedures as a direct mandate from the
Nursing & Midwifery Council in 2007. The School is committed to providing a robust and
dynamic education which develops registered nurses who are competent and safe
practitioners and can meet the demands of a modern healthcare system in Scotland, the
UK and internationally.7
Through intensive internal and external monitoring, professional
programmes can not only assure standards but can evidence continual enhancement
which guarantees the reputation of the University. Employability of students has moved
substantially from traditional local NHS employment to the wider UK NHS and more
recently students have cited international locations.
The School does not view Fitness to Practise as a punitive measure but rather an
opportunity for the student to gain insight into unacceptable conduct and acquire new
behaviours and attributes commensurate with professionalism and graduateness in a
global context. The perspective is therefore a positive one where through the procedure
the School can evidence public protection and professional standards. It is in this context
with increasing pressure on all healthcare professions that the scope of Fitness to
Practise procedures is analysed following approximately 100 cases.
12.30-
12.45
Discussion
WORKSHOP 2 - PROMOTING FLEXIBLE LEARNING: Moving from face to face to online learning
Chair: Bill Steele, Senior Lecturer, CAPLeD, UWS
11.30-
12.00
2A Dr Keith Smith, Senior Teaching Fellow and Senior Lecturer in Higher Education,
Edinburgh Napier University. Programme Leader for the practice-based MSc Blended and
Online Education.
‘Contextualising TEL practice’
In this session Keith will explore how we can conceptualise and embed technology-
enhanced learning, teaching and assessment in ways that are meaningful to
practitioners, sensitive to different learning and teaching contexts, and which can help
establish a shared outlook on good practice. In doing this he will share lessons learned
from work undertaken at Edinburgh Napier University to implement a new institutional
framework for technology-enhanced learning. The session will cover the ethos and
design of the 3E Framework, and the range of ways in which it is being embedded at
Edinburgh Napier including through staff development initiatives and the introduction of
the new institutional VLE. Practical challenges and lessons learned will be offered along
the way, before concluding with a short overview of how other institutions have been
using and adapting the 3E Framework.
12.00-
12.30
2B Tom Duff, Lecturer, CAPLeD, UWS.
‘The Digital Divide and Technology in Learning: Challenges and Opportunities’
The digital divide exists between those that continue to digitise traditional methods of
learning and those that can reimagine learning in completely new ways not possible
before This break out session is intended to help and encourage staff to make more use
of innovative flexible learning approaches.
12.30-
12.45
Discussion
WORKSHOP 3 - PROFESSIONAL DEVELOPMENT
Chair: Professor Moira Lewitt, School of Health, Nursing and Midwifery, UWS
11.30-
12.10
3A Dr Catriona Cunningham , Academic Development Officer,
The Higher Education Academy.
This workshop will use different narrative theories to enable participants to chart their
academic practice (for example in terms of a fellowship) and indeed their own narratives
of learning and teaching. Working with literary and visual texts, we will begin to unlock
the stories which inform academics’ work, modeling a critical reflective approach which
can also be used with students for personal and professional development.
12.10-
12.30
3B Dr Louisa Sheward, Lecturer, CAPLeD, UWS.
‘Engaging in the UWS Fellowship Scheme’
This short presentation will introduce participants to the UWS Fellowship Scheme. This
Scheme was developed by the Centre for Academic Practice and Learning Development
and Human Resources. It provides opportunities for experienced staff who teach and/or
support student learning to gain Fellowship of the Higher Education Academy at one of
four levels: Associate, Fellow, Senior and Principal. A brief overview including feedback
from a current participant in the Scheme will be provided.
12.30-
12.45
Discussion
WORKSHOP 4 - PROGRESSION AND RETENTION-Seeking a Sustainable Solution
Chair: Dr David Ross, Director of CAPLeD, UWS
11.30-
11.50
4A Dr David Ross, Director of CAPLeD, UWS
11.50-
12.10
4B Garry Quigley, President Students Association, UWS
12.10-
12.30
4C Claire Mackie, Effective Learning Tutor, CAPLeD, UWS and student colleagues
‘Students Are Doing It For Themselves: peer support, retention and progression at UWS’
12.30-
12.45
Discussion
12.45-
13.30 Lunch, Networking and POSTER EXHIBITION
8
UWS 2012 Work Based Learning Policy
9
www.uws.ac.uk/workarea/downloadasset.aspx?id=2147505278
10
UWS Learning, Teaching & Assessment Strategy (LTAS) - 2011-2015.
11
This reflects the learning taxonomies that underpin the module content in the module descriptors, the learning outcomes, and the
assessments rubric used to assess them.
12
ADS have collaborated with the University of Orebro, Sweden. Additionally there are longstanding links with a European conference on
education using electronic information and communications technology ICICTE12
, which has resulted in collaborative publications with
other institutions including Umea University, Stockholm, Sweden, and University of the Aegean, Greece, and Fraser Valley University,
Vancouver, B.C., Canada12
.
PARALLEL SESSIONS –AFTERNOON
WORKSHOP 5 - PROMOTING FLEXIBLE LEARNING: Moving from face to face to online learning
Chair: Professor Sabbir Ahmed, Head of School of Science, UWS
13.30-
14.00
5A Dr Iain McPhee, Senior Lecturer Alcohol and Drugs Studies (ADS),
Ken Barrie, Programme leader, ADS and Dougie Marks, Lecturer, ADS, UWS
‘ The development of blended learning in Pg. programme in ADS 1998-2013: A case
study’
The ADS programme is distinct in the UK because of its profile, longevity, flexible learning
approaches and the unique opportunity to complete a work-based learning placement8
.
There have been significant advances in research activity, designed to underpin learning
and teaching. ADS can demonstrate a continuous updating of programme content to
meet the changing needs of the addiction field. Our values are underpinned by the UWS
learning manifesto9
, our internationalisation strategy and our approach to inclusivity in
practice, driven by the UWS LTAS strategy10
. Since 2000 ADS make full use of VLE’s using
online and on campus participation to develop ability in analysis, communication and
presentation of debates, arguments, and assessable work. Distance learners interact with
campus attendees. This makes the pool of shared knowledge broader and richer. All
students, whether they study online or on campus, are provided with online interactive
learning support materials. These ‘core reading’ module support learning influencing the
cognitive, affective and psychomotor domains of learning. Consequently, learning
methods range from knowledge/information provision (lectures) to attitude change
(exploration and discussion) and behaviour change (skill rehearsal, and skills learned in
practice placement)11
, stemming from Bloom (1956). ADS can demonstrate a process of
continuous evaluation of our blended learning environment, impact on grade outcomes,
indicated by several peer reviewed publications and attendance at international learning
conferences: ICICTE12
.
14.00-
14.30
5B Dr Beth Cross, Lecturer, School of Education
Institute for Youth and Community Research, UWS
‘Hosting Videos of Small Discussion Work on Module Site as part of a Blended Learning
Approach’
The session will address the key theme: Promoting Flexible Learning through moving
from face to face to online learning. On the Community Learning and Participation
Degree Course a blended learning approach has been adopted. One of the challenges of
delivering a professionally accredited course on line is ensuring group work skills are
developed to a sufficient level within limited face to face contact time. To address this
challenge, students took turns taking part in small group discussions on promoting
empowerment within the CLD Professional Practice module. Use was made of Vimeo to
upload to the VLE recordings of the small group discussions. The VLE Unit also included a
forum where all students could post reflective comments based on viewing the small
discussion. This limited time students had to come to campus for discussions to the one
session they attended, but allowed them to benefit from listening to the others. This
strategy in some respects allowed students to learn from peripheral participation not
only about the subject under discussion but also strategies for engaging in scholarly
analysis and working as a group. Feedback about this format was gained through
evaluation at the end of term and through survey of all students. The benefits and
drawbacks of this approach and possible improvements identified through student
feedback and professional reflection will be presented at the session. Excerpt from the
discussions and perspectives on the approach from student co-presenters will be part of
the session programme.
14.30-
15.00
5C Linda Wylie, Lecturer, School of HNM, UWS
‘ The role of social media in professional programmes’
Increasingly students are communicating via social media such as Facebook and Twitter.
Many Health Care professionals feel that this is not an appropriate forum for discussions
about professional practice yet this is an ideal arena for reflecting on practice, for
educating patients, for networking, for finding out and joining in with national campaigns
for example. This session will consider professional guidance and lead discussion on using
social media in professional practice appropriately.
15.00-
15.30
Discussion
WORKSHOP 6 - THE ROLE OF FEEDBACK IN EFFECTIVE ASSESSMENT
Chair: Dr Lesley Hamilton, e-learning developer, CAPLeD, UWS
13.30-
14.15
6A Dr Victoria L. O’Donnell, Senior Lecturer, School of Education,
Dickson Telfer, Effective Learning Tutor, CAPLeD,
Dr Claire Chalmers, Chair of the School HNM Assessment Working Group;
Desmond Nicholl, Administrative Manager, Quality Enhancement Unit and
Ewan McCreath, UWS.
‘Stories of referencing practices: using assessment and feedback to facilitate learning
and development’
In 2012/13, the University’s Assessment Group undertook a consultation exercise to
explore academic practices in relation to the assessment of referencing in student work.
Responses revealed a range of practices across the institution. In particular, the
responses revealed interesting differences in academics’ approaches to the assessment
of referencing, and in their focus on the different aspects of referencing: from technical
conventions, to the use of a variety of credible sources (central to Principle 1F of LTAS).
Using an innovate narrative approach this session will present some of the issues and
challenges faced by both staff and students in relation to referencing practices within
academic work. It will allow for a discussion of how students’ learning and development
in relation to referencing might be more effectively supported through enhanced
assessment and feedback practices. It will also present modifications to the University
Assessment Handbook which have been made as a result of the key findings and
recommendations arising from the consultation, and will provide a forum for the sharing
of good practice in the assessment of referencing.
14.15-
15.00
6B Dr Claire Chalmers –Senior Lecturer, Chair of the School HNM Assessment Working
Group; Chair of the School HNM Rubric Development Working Group, UWS.
‘Value, Virtues and Vice in Assessment Feedback’
The session will lead discussion on the value, virtues, and vice of feedback, exemplified
by the experiences of students and staff within the School of Health Nursing and
Midwifery: Evidencing the contrasting views of current feedback practices, the session
will reflect on the very practical challenges of utilising feedback to facilitate effective
assessment, and highlight some of the ongoing work within the School to better
understand and enhance current feedback practices, including:
1. The introduction of a feedback leaflet entitled ‘Feedback, Feedforward – Making
the Most of Feedback: guidance for students’ by the School Assessment Working
Group, aimed at promoting student understanding and use of feedback;
2. The work of the School Rubric Development Working Group, currently involved
in the development and implementation of School level guidance to support a
more consistent approach to programme and/or module level assessment
management, incorporating assessment guidance; marking criteria; rubric
development and feedback.
15.00-
15.30
Discussion
WORKSHOP 7 - INTERNATIONALISATION OF THE CURRICULUM
Chair: Professor David McGillivray, School of Creative and Cultural Industries, UWS
13.30-
14.00
7A Sabine McKinnon, Lecturer in Academic Development, GCU.
‘Internationalisation of the curriculum: What does it mean for us?
The Global Perspectives Project at Glasgow Caledonian University’
Sabine McKinnon is a Lecturer in Academic Development in the Centre for Learning
Enhancement and Academic Development (GCU LEAD) at Glasgow Caledonian University.
She is responsible for the university’s GLOBAL PERSPECTIVES Project, a major strategic
change initiative on internationalising the curriculum. Sabine’s research focuses on the
impact of cultural values on learning and teaching. She teaches on the university’s
Postgraduate Certificate Learning and Teaching in Higher Education and the CPD
programme for graduate teaching assistants. She has also given invited guest lectures at
Heriot Watt University and the University of Strathclyde.
Sabine has presented and published her research at national and international
conferences. Her latest publication about international students’ perceptions of
employability is a book chapter in: Ryan, J. (ed.) Cross-Cultural Teaching and Learning
for Home and International Students: Internationalisation of Pedagogy and Curriculum in
Higher Education, Routledge.
Before joining GCU, Sabine enjoyed a long career in teaching German, European Studies
and Intercultural Communication at the universities of Leicester, Edinburgh, Heriot Watt
and Queen Margaret. She also worked as a researcher at the University of Glasgow and is
a Fellow of the Higher Education Academy.
Internationalisation has become another buzzword in higher education. Ambitious aims
and recruitment targets spring up everywhere, extra-curricular activities and induction
programmes for international students are on offer in most institutions but the question
of how to address internationalisation in the taught curriculum remains largely
unanswered. There is considerable evidence that the “gap between the announcement
of loudly trumpeted schemes and actual change in education practice” (Reid et al, 2010)
has not been closed yet. How can students learn to be ‘global citizens’ through studying
their subject? What are the specific features of an internationalised curriculum? What
are the challenges involved in designing and embedding it?
Glasgow Caledonian University has taken the first step towards answering these
questions. It recently launched a new three-year project called ‘Global Perspectives’
which aims to support academic staff in the process of internationalising the curriculum.
Led and managed by GCU LEAD (Centre for Educational Enhancement and Academic
Development) the project will explore students’ and staff’s perceptions of what
internationalisation of the curriculum means in practice, develop resources to support
them and make recommendations for embedding it all across the university.
This presentation provides an overview of the project’s different phases and presents
some initial findings from its research strand.
14.00-
14.30
7B Robert Cowan, Depute Head of School, Health Nursing and Midwifery
Dr Heather Simpson, Head of School, Health Nursing and Midwifery,
Tom Keegan, Lecturer in Management, School of Business,
Dr Louisa Sheward, Lecturer, CAPLeD and
Thomas McLaren, Computer Networking Student, UWS
‘HEA Internationalisation Change Programme: Global Citizenship, Mobility and
Employability’
14.30-
15.00
7C Professor Henry Maitles, Interim Head of School of Education, UWS
'Global Citizenship - some ideas on the way forward for UWS'
15.00-
15.30
Discussion
Workshop 8 - EMBEDDING GRADUATE ATTRIBUTES AND EMPLOYABILITY IN THE CURRICULUM
Chair: Anne Gifford, Head of School of Creative and Cultural Industries, UWS.
13.30-
14.00
8A Clare Kelly, Part-time Lecturer and
Fiona Milne, Lecturer, School of Creative and Cultural Industries, UWS.
‘Engaging with Mahara’
This session will look at some of the ways teaching staff and students can use Mahara to
interact in regard to LTAS materials. The focus will be on portfolio building and the
highlighting of exemplars.
14.00-
14.20
8B Dr David Ross, Director of CAPLeD, UWS and
Frances Rowan, Employability Adviser, UWS
‘Graduate Attributes for UWS – Latest Developments’
14.20-
15.00
8C Alison McEntee, Effective Learning Tutor, CAPLeD and
Lucy Carroll, Science Librarian , UWS
Draft Title: ‘Embedding graduate attributes/PDP in Bioscience’
15.00-
15.30
Discussion
15.30-
16.00
Tea/Coffee and Plenary and RESULTS OF POSTER COMPETITION
Chair: Dr David Ross
CLOSE

Mais conteúdo relacionado

Mais procurados

Road map to better international education in Australia
Road map to better international education in AustraliaRoad map to better international education in Australia
Road map to better international education in AustraliaAdrian Soh
 
Educational Reform: Standards and Assesments
Educational Reform: Standards and AssesmentsEducational Reform: Standards and Assesments
Educational Reform: Standards and AssesmentsProject Innovate
 
Current Issues in Education - Meeting the Challenges of the 21st Century Today
Current Issues in Education - Meeting the Challenges of the 21st Century TodayCurrent Issues in Education - Meeting the Challenges of the 21st Century Today
Current Issues in Education - Meeting the Challenges of the 21st Century Todaypolchan
 
UDLnet: A Framework for Adressing Learner Variability
UDLnet: A Framework for Adressing Learner VariabilityUDLnet: A Framework for Adressing Learner Variability
UDLnet: A Framework for Adressing Learner VariabilityAlan Bruce
 
The Applied Model - A new model for a new era of Graduate Education
The Applied Model - A new model for a new era of Graduate EducationThe Applied Model - A new model for a new era of Graduate Education
The Applied Model - A new model for a new era of Graduate EducationMichael Locke
 
Education and training in india issues and opinions IIM I Youth Symposia Top ...
Education and training in india issues and opinions IIM I Youth Symposia Top ...Education and training in india issues and opinions IIM I Youth Symposia Top ...
Education and training in india issues and opinions IIM I Youth Symposia Top ...Abhimanyu Sukhwal
 
The changing trends in the development of teacher education in kenya
The changing trends in the development of teacher education in kenyaThe changing trends in the development of teacher education in kenya
The changing trends in the development of teacher education in kenyaAlexander Decker
 
The Role Of Universities In Supporting Adult Learning
The Role Of Universities In Supporting Adult LearningThe Role Of Universities In Supporting Adult Learning
The Role Of Universities In Supporting Adult Learningrayd77
 
Cecilia Tsui 2008 Higher Education Development: Quality, Relevance and Impact
Cecilia Tsui 2008 Higher Education Development: Quality, Relevance and ImpactCecilia Tsui 2008 Higher Education Development: Quality, Relevance and Impact
Cecilia Tsui 2008 Higher Education Development: Quality, Relevance and ImpactCeciliaTsui42
 
CHW15927-15352-BOEKJE-ONDERWIJSCONCEPT-ENG LR
CHW15927-15352-BOEKJE-ONDERWIJSCONCEPT-ENG LRCHW15927-15352-BOEKJE-ONDERWIJSCONCEPT-ENG LR
CHW15927-15352-BOEKJE-ONDERWIJSCONCEPT-ENG LREllen Kloet
 
ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS f
ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS fROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS f
ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS fAjit Sabnis
 

Mais procurados (14)

G01044345
G01044345G01044345
G01044345
 
Road map to better international education in Australia
Road map to better international education in AustraliaRoad map to better international education in Australia
Road map to better international education in Australia
 
Educational Reform: Standards and Assesments
Educational Reform: Standards and AssesmentsEducational Reform: Standards and Assesments
Educational Reform: Standards and Assesments
 
Current Issues in Education - Meeting the Challenges of the 21st Century Today
Current Issues in Education - Meeting the Challenges of the 21st Century TodayCurrent Issues in Education - Meeting the Challenges of the 21st Century Today
Current Issues in Education - Meeting the Challenges of the 21st Century Today
 
UDLnet: A Framework for Adressing Learner Variability
UDLnet: A Framework for Adressing Learner VariabilityUDLnet: A Framework for Adressing Learner Variability
UDLnet: A Framework for Adressing Learner Variability
 
The Applied Model - A new model for a new era of Graduate Education
The Applied Model - A new model for a new era of Graduate EducationThe Applied Model - A new model for a new era of Graduate Education
The Applied Model - A new model for a new era of Graduate Education
 
Workbook 1
Workbook 1Workbook 1
Workbook 1
 
Education and training in india issues and opinions IIM I Youth Symposia Top ...
Education and training in india issues and opinions IIM I Youth Symposia Top ...Education and training in india issues and opinions IIM I Youth Symposia Top ...
Education and training in india issues and opinions IIM I Youth Symposia Top ...
 
The changing trends in the development of teacher education in kenya
The changing trends in the development of teacher education in kenyaThe changing trends in the development of teacher education in kenya
The changing trends in the development of teacher education in kenya
 
The Role Of Universities In Supporting Adult Learning
The Role Of Universities In Supporting Adult LearningThe Role Of Universities In Supporting Adult Learning
The Role Of Universities In Supporting Adult Learning
 
Cecilia Tsui 2008 Higher Education Development: Quality, Relevance and Impact
Cecilia Tsui 2008 Higher Education Development: Quality, Relevance and ImpactCecilia Tsui 2008 Higher Education Development: Quality, Relevance and Impact
Cecilia Tsui 2008 Higher Education Development: Quality, Relevance and Impact
 
Are Teachers Born or Made?
Are Teachers Born or Made?  Are Teachers Born or Made?
Are Teachers Born or Made?
 
CHW15927-15352-BOEKJE-ONDERWIJSCONCEPT-ENG LR
CHW15927-15352-BOEKJE-ONDERWIJSCONCEPT-ENG LRCHW15927-15352-BOEKJE-ONDERWIJSCONCEPT-ENG LR
CHW15927-15352-BOEKJE-ONDERWIJSCONCEPT-ENG LR
 
ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS f
ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS fROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS f
ROLE OF ACADEMIA IN ACHIEVING THE SUSTAINABLE DEVELOPMENT GOALS f
 

Destaque

2011 Inside Higher Ed survey of college and university admissions directors
2011 Inside Higher Ed survey of college and university admissions directors2011 Inside Higher Ed survey of college and university admissions directors
2011 Inside Higher Ed survey of college and university admissions directorsHobsons
 
PISA 2012 Evaluating systems to improve education
PISA 2012 Evaluating systems to improve educationPISA 2012 Evaluating systems to improve education
PISA 2012 Evaluating systems to improve educationBettShow
 
Open Access: Hegemonic and Subaltern (Pecha Kucha) - Les Carr
Open Access: Hegemonic and Subaltern (Pecha Kucha) - Les CarrOpen Access: Hegemonic and Subaltern (Pecha Kucha) - Les Carr
Open Access: Hegemonic and Subaltern (Pecha Kucha) - Les CarrRepository Fringe
 
Heri fac2011-monograph
Heri fac2011-monographHeri fac2011-monograph
Heri fac2011-monographNACTAeditor
 
Cic presentation-2009 visit-study-work-and-pr
Cic presentation-2009 visit-study-work-and-prCic presentation-2009 visit-study-work-and-pr
Cic presentation-2009 visit-study-work-and-prNexus Canada
 
Mooc overview baker_march2013
Mooc overview baker_march2013Mooc overview baker_march2013
Mooc overview baker_march2013Foothill College
 
Video Conferencing at McBride Secondary School:
Video Conferencing at McBride Secondary School:Video Conferencing at McBride Secondary School:
Video Conferencing at McBride Secondary School:Videoguy
 
Зачем ученым открытый доступ?
Зачем ученым открытый доступ?Зачем ученым открытый доступ?
Зачем ученым открытый доступ?Iryna Kuchma
 
Research on open access monographs – a short review
Research on open access monographs – a short reviewResearch on open access monographs – a short review
Research on open access monographs – a short reviewRonald Snijder
 

Destaque (10)

2011 Inside Higher Ed survey of college and university admissions directors
2011 Inside Higher Ed survey of college and university admissions directors2011 Inside Higher Ed survey of college and university admissions directors
2011 Inside Higher Ed survey of college and university admissions directors
 
PISA 2012 Evaluating systems to improve education
PISA 2012 Evaluating systems to improve educationPISA 2012 Evaluating systems to improve education
PISA 2012 Evaluating systems to improve education
 
Open Access: Hegemonic and Subaltern (Pecha Kucha) - Les Carr
Open Access: Hegemonic and Subaltern (Pecha Kucha) - Les CarrOpen Access: Hegemonic and Subaltern (Pecha Kucha) - Les Carr
Open Access: Hegemonic and Subaltern (Pecha Kucha) - Les Carr
 
He futures-report
He futures-reportHe futures-report
He futures-report
 
Heri fac2011-monograph
Heri fac2011-monographHeri fac2011-monograph
Heri fac2011-monograph
 
Cic presentation-2009 visit-study-work-and-pr
Cic presentation-2009 visit-study-work-and-prCic presentation-2009 visit-study-work-and-pr
Cic presentation-2009 visit-study-work-and-pr
 
Mooc overview baker_march2013
Mooc overview baker_march2013Mooc overview baker_march2013
Mooc overview baker_march2013
 
Video Conferencing at McBride Secondary School:
Video Conferencing at McBride Secondary School:Video Conferencing at McBride Secondary School:
Video Conferencing at McBride Secondary School:
 
Зачем ученым открытый доступ?
Зачем ученым открытый доступ?Зачем ученым открытый доступ?
Зачем ученым открытый доступ?
 
Research on open access monographs – a short review
Research on open access monographs – a short reviewResearch on open access monographs – a short review
Research on open access monographs – a short review
 

Semelhante a Draft programme 20.06.13

Quality Assurance in ODeL, 22 August 2023, Philippines.pptx
Quality Assurance in ODeL, 22 August 2023, Philippines.pptxQuality Assurance in ODeL, 22 August 2023, Philippines.pptx
Quality Assurance in ODeL, 22 August 2023, Philippines.pptxEbba Ossiannilsson
 
NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010
NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010
NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010Nor Zakiah
 
Life Lifelong Learning Career Goals
Life Lifelong Learning Career GoalsLife Lifelong Learning Career Goals
Life Lifelong Learning Career GoalsKate Subramanian
 
Enterprise in your degree - Neil Coles
Enterprise in your degree - Neil ColesEnterprise in your degree - Neil Coles
Enterprise in your degree - Neil ColesHEA_HSC
 
Enterprise in your degree - Neil Coles
Enterprise in your degree - Neil ColesEnterprise in your degree - Neil Coles
Enterprise in your degree - Neil ColesHEA_AH
 
Enterprise in your degree - Neil Coles
Enterprise in your degree - Neil Coles   Enterprise in your degree - Neil Coles
Enterprise in your degree - Neil Coles HEA_STEM
 
White paper for post-school education and training
White paper for post-school education and trainingWhite paper for post-school education and training
White paper for post-school education and trainingKgomotso Ramushu
 
Universities Strategic Management Workshop
Universities Strategic Management Workshop Universities Strategic Management Workshop
Universities Strategic Management Workshop Abdul Mohammed
 
Transaction or transformation
Transaction or transformationTransaction or transformation
Transaction or transformationMike Hamlyn
 
Trends in learning_finalCOLOUR_JON2
Trends in learning_finalCOLOUR_JON2Trends in learning_finalCOLOUR_JON2
Trends in learning_finalCOLOUR_JON2Jackie Baker
 
The Learning Portfolio in Higher Education: A Game of Snakes and Ladders
The Learning Portfolio in Higher Education: A Game of Snakes and LaddersThe Learning Portfolio in Higher Education: A Game of Snakes and Ladders
The Learning Portfolio in Higher Education: A Game of Snakes and LaddersMark Brown
 
Making further education sustainable in a digital world through collabaoratio...
Making further education sustainable in a digital world through collabaoratio...Making further education sustainable in a digital world through collabaoratio...
Making further education sustainable in a digital world through collabaoratio...carlococuzzi1
 
Current trends and issues in nursing education
Current trends and issues in nursing educationCurrent trends and issues in nursing education
Current trends and issues in nursing educationJavedSheikh20
 
Dr. László Palkovics: Hungarian Tertiary Education - Links to Business and In...
Dr. László Palkovics: Hungarian Tertiary Education - Links to Business and In...Dr. László Palkovics: Hungarian Tertiary Education - Links to Business and In...
Dr. László Palkovics: Hungarian Tertiary Education - Links to Business and In...CUBCCE Conference
 

Semelhante a Draft programme 20.06.13 (20)

Quality Assurance in ODeL, 22 August 2023, Philippines.pptx
Quality Assurance in ODeL, 22 August 2023, Philippines.pptxQuality Assurance in ODeL, 22 August 2023, Philippines.pptx
Quality Assurance in ODeL, 22 August 2023, Philippines.pptx
 
NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010
NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010
NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010
 
Life Lifelong Learning Career Goals
Life Lifelong Learning Career GoalsLife Lifelong Learning Career Goals
Life Lifelong Learning Career Goals
 
Enterprise in your degree - Neil Coles
Enterprise in your degree - Neil ColesEnterprise in your degree - Neil Coles
Enterprise in your degree - Neil Coles
 
Enterprise in your degree - Neil Coles
Enterprise in your degree - Neil ColesEnterprise in your degree - Neil Coles
Enterprise in your degree - Neil Coles
 
Enterprise in your degree - Neil Coles
Enterprise in your degree - Neil ColesEnterprise in your degree - Neil Coles
Enterprise in your degree - Neil Coles
 
Enterprise in your degree - Neil Coles
Enterprise in your degree - Neil Coles   Enterprise in your degree - Neil Coles
Enterprise in your degree - Neil Coles
 
White paper for post-school education and training
White paper for post-school education and trainingWhite paper for post-school education and training
White paper for post-school education and training
 
Libraries support staff development
Libraries support staff developmentLibraries support staff development
Libraries support staff development
 
Ece conf2011 ireid
Ece conf2011 ireidEce conf2011 ireid
Ece conf2011 ireid
 
KCKS'2010 1st day program
KCKS'2010 1st day programKCKS'2010 1st day program
KCKS'2010 1st day program
 
Denise prescott putting the pieces together
Denise prescott putting the pieces togetherDenise prescott putting the pieces together
Denise prescott putting the pieces together
 
Universities Strategic Management Workshop
Universities Strategic Management Workshop Universities Strategic Management Workshop
Universities Strategic Management Workshop
 
Transaction or transformation
Transaction or transformationTransaction or transformation
Transaction or transformation
 
Trends in learning_finalCOLOUR_JON2
Trends in learning_finalCOLOUR_JON2Trends in learning_finalCOLOUR_JON2
Trends in learning_finalCOLOUR_JON2
 
BILTEVT2023_Ossiannilsson.pdf
BILTEVT2023_Ossiannilsson.pdfBILTEVT2023_Ossiannilsson.pdf
BILTEVT2023_Ossiannilsson.pdf
 
The Learning Portfolio in Higher Education: A Game of Snakes and Ladders
The Learning Portfolio in Higher Education: A Game of Snakes and LaddersThe Learning Portfolio in Higher Education: A Game of Snakes and Ladders
The Learning Portfolio in Higher Education: A Game of Snakes and Ladders
 
Making further education sustainable in a digital world through collabaoratio...
Making further education sustainable in a digital world through collabaoratio...Making further education sustainable in a digital world through collabaoratio...
Making further education sustainable in a digital world through collabaoratio...
 
Current trends and issues in nursing education
Current trends and issues in nursing educationCurrent trends and issues in nursing education
Current trends and issues in nursing education
 
Dr. László Palkovics: Hungarian Tertiary Education - Links to Business and In...
Dr. László Palkovics: Hungarian Tertiary Education - Links to Business and In...Dr. László Palkovics: Hungarian Tertiary Education - Links to Business and In...
Dr. László Palkovics: Hungarian Tertiary Education - Links to Business and In...
 

Mais de Tom Duff

P ls conference feb 2014
P ls conference feb 2014P ls conference feb 2014
P ls conference feb 2014Tom Duff
 
Pm p lship 14 feb 14 pptx
Pm p lship 14 feb 14 pptxPm p lship 14 feb 14 pptx
Pm p lship 14 feb 14 pptxTom Duff
 
Plconffeb14v1
Plconffeb14v1Plconffeb14v1
Plconffeb14v1Tom Duff
 
Pm p lship 14 feb 14 pptx
Pm p lship 14 feb 14 pptxPm p lship 14 feb 14 pptx
Pm p lship 14 feb 14 pptxTom Duff
 
Uws slides ks_200613
Uws slides ks_200613Uws slides ks_200613
Uws slides ks_200613Tom Duff
 
The digital divide presentation
The digital divide presentationThe digital divide presentation
The digital divide presentationTom Duff
 
Uws presentation
Uws presentationUws presentation
Uws presentationTom Duff
 
Conference
ConferenceConference
ConferenceTom Duff
 
Power point learning and teaching
Power point learning and teachingPower point learning and teaching
Power point learning and teachingTom Duff
 
Uws lt global cit 2013
Uws lt global cit 2013Uws lt global cit 2013
Uws lt global cit 2013Tom Duff
 
Uws presentation
Uws presentationUws presentation
Uws presentationTom Duff
 
Fitness to practise learning & teaching 2013
Fitness to practise learning & teaching 2013Fitness to practise learning & teaching 2013
Fitness to practise learning & teaching 2013Tom Duff
 
Alcohol and drugs studies tl conference presentation draft 4 final
Alcohol and drugs studies tl conference presentation draft 4 finalAlcohol and drugs studies tl conference presentation draft 4 final
Alcohol and drugs studies tl conference presentation draft 4 finalTom Duff
 
Uws presentation
Uws presentationUws presentation
Uws presentationTom Duff
 
Uws referencing guide poster
Uws referencing guide posterUws referencing guide poster
Uws referencing guide posterTom Duff
 
Uws conference june 2013
Uws conference june 2013Uws conference june 2013
Uws conference june 2013Tom Duff
 
Uws 20 june 2013
Uws 20 june 2013Uws 20 june 2013
Uws 20 june 2013Tom Duff
 
Power point learning and teaching
Power point learning and teachingPower point learning and teaching
Power point learning and teachingTom Duff
 
My feedback poster1
My feedback poster1My feedback poster1
My feedback poster1Tom Duff
 
Layered conversation presentation.
Layered conversation presentation.Layered conversation presentation.
Layered conversation presentation.Tom Duff
 

Mais de Tom Duff (20)

P ls conference feb 2014
P ls conference feb 2014P ls conference feb 2014
P ls conference feb 2014
 
Pm p lship 14 feb 14 pptx
Pm p lship 14 feb 14 pptxPm p lship 14 feb 14 pptx
Pm p lship 14 feb 14 pptx
 
Plconffeb14v1
Plconffeb14v1Plconffeb14v1
Plconffeb14v1
 
Pm p lship 14 feb 14 pptx
Pm p lship 14 feb 14 pptxPm p lship 14 feb 14 pptx
Pm p lship 14 feb 14 pptx
 
Uws slides ks_200613
Uws slides ks_200613Uws slides ks_200613
Uws slides ks_200613
 
The digital divide presentation
The digital divide presentationThe digital divide presentation
The digital divide presentation
 
Uws presentation
Uws presentationUws presentation
Uws presentation
 
Conference
ConferenceConference
Conference
 
Power point learning and teaching
Power point learning and teachingPower point learning and teaching
Power point learning and teaching
 
Uws lt global cit 2013
Uws lt global cit 2013Uws lt global cit 2013
Uws lt global cit 2013
 
Uws presentation
Uws presentationUws presentation
Uws presentation
 
Fitness to practise learning & teaching 2013
Fitness to practise learning & teaching 2013Fitness to practise learning & teaching 2013
Fitness to practise learning & teaching 2013
 
Alcohol and drugs studies tl conference presentation draft 4 final
Alcohol and drugs studies tl conference presentation draft 4 finalAlcohol and drugs studies tl conference presentation draft 4 final
Alcohol and drugs studies tl conference presentation draft 4 final
 
Uws presentation
Uws presentationUws presentation
Uws presentation
 
Uws referencing guide poster
Uws referencing guide posterUws referencing guide poster
Uws referencing guide poster
 
Uws conference june 2013
Uws conference june 2013Uws conference june 2013
Uws conference june 2013
 
Uws 20 june 2013
Uws 20 june 2013Uws 20 june 2013
Uws 20 june 2013
 
Power point learning and teaching
Power point learning and teachingPower point learning and teaching
Power point learning and teaching
 
My feedback poster1
My feedback poster1My feedback poster1
My feedback poster1
 
Layered conversation presentation.
Layered conversation presentation.Layered conversation presentation.
Layered conversation presentation.
 

Último

Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxDr. Asif Anas
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17Celine George
 
CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxSaurabhParmar42
 
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxPISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxEduSkills OECD
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationMJDuyan
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxAditiChauhan701637
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17Celine George
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxMYDA ANGELICA SUAN
 
Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.EnglishCEIPdeSigeiro
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapitolTechU
 
Human-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesHuman-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesMohammad Hassany
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...raviapr7
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRATanmoy Mishra
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptxraviapr7
 
How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17Celine George
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfTechSoup
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...CaraSkikne1
 
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxKatherine Villaluna
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxraviapr7
 

Último (20)

Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptx
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17
 
CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptx
 
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxPISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive Education
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptx
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptx
 
Prelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quizPrelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quiz
 
Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptx
 
Human-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesHuman-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming Classes
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
 
How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...
 
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptx
 

Draft programme 20.06.13

  • 1. UWS Learning and Teaching Conference Hamilton Campus 20th June 2013 ‘Effective, Sustainable Learning - How Shall We Support it?’
  • 3. Time ACTIVITY Room 09.00 Registration and Tea/Coffee and POSTER EXHIBITION 09.25 WELCOME – Professor Seamus McDaid, Principal Keynote Lectures - Chair, Dr David Ross, Director of CAPLeD, UWS 09.30- 10.10 KEYNOTE Dr Richard Hall National Teaching Fellow (2009), and Reader in Education and Technology. Head of Enhancing Learning through Technology, Department of Library and Learning Services, De Montefort University ‘The challenges of resilient learning and the production of a university experience’ When we speak of 'sustainability', what is it that we wish to sustain? In a future of climate change, energy depletion and low or no economic growth, what will Higher Education look like? Will our institutions and the current form of educational provision survive? Richard Hall’s keynote will encourage participants to imagine and work towards education projects that focus upon a more ‘resilient education’. In his keynote, Richard will situate the ideas that underpin the strategic development of university life, including both government policy and the economic, social and cultural needs of local communities, in light of disruption. Such disruption includes: a near-future scenario of energy scarcity, which impacts both the reliability and availability of affordable energy; the need to shift radically to the use of renewable energy and to implement extreme efficiencies; and the historical and material ramifications of a politics of austerity. In the face of these disruptions, Richard will ask: “How resilient are our educational institutions, curricula and pedagogies?” In part, this question forms part of a debate over the idea of the University. Central to this debate is the notion that resilience might usefully be centred on deliberating the social relations that enable learners and tutors to manage disruption, rather than situating practice within the adoption of appropriate business models that may ultimately be alienating. There is an opportunity for developing a resilient HE through negotiated ownership and co-governance. It is this notion of co-governance that ought to be central to the idea of the twenty-first century University. Richard will question whether what is required in this view is counter-hegemonic practice; a counter-culture in which we deliberate and re-assert the social, rather than economic, obligations that drive us, and through which we focus upon social rather than economic enterprise. 10.15- 10.55 KEYNOTE Professor Malcolm Foley Vice Principal (Teaching and Learning) and Executive Dean, UWS ‘Effective Learning – Where are we?’ 10.55- 11.10 Questions and Discussion 11.10- 11.30 Tea/Coffee, Networking and POSTER EXHIBITION
  • 5. 1 Nursing & Midwifery Council (2010) Standards for pre-registration nursing education, Nursing & Midwifery Council, London http://standards.nmc-uk.org/Pages/Welcome.aspx 2 Nursing and Midwifery Order 2001 http://www.legislation.gov.uk/uksi/2002/253/contents/made 3 Nursing and Midwifery Order (Amended) 2008 4 European Tuning Project (2009) Tuning Educational Structures in Europe, Tuning http://tuning.unideusto.org/tuningeu/ 5 Francis. R (Sir) (2013) The Mid Staffordshire NHS Foundation Trust, Public Inquiry, Executive Summary PARRALEL SESSIONS-MORNING WORKSHOP 1- EMBEDDING GRADUATE ATTRIBUTES AND EMPLOYABILITY IN THE CURRICULUM Chair: Marcella Kean, Senior Effective Learning Tutor, CAPLeD, UWS 11.30- 12.00 1A Dr Charles Neame, Senior Lecturer, Glasgow School of Art ‘An Anatomy of Employability: Articulating Graduate Capabilities for the Creative Arts’ The session will outline the progress made in our HEA-funded Teaching Development Grant project “an Anatomy of Employability”; illustrated with reference to one or two inter-disciplinary and inter-institutional work-related learning student projects. The chief aims of the “Anatomy of Employability” project are: 1. To articulate and develop discipline specific modes of delivery for employability in Fine Art, Design and Media; 2. To ascertain the skills required for early professional success, to ensure that students understand what is expected of them beyond graduation and how to achieve it; 3. To co-design employability content with student researchers and for students to be critically engaged with their professional development. For the remainder of the session colleagues will be invited to identify the principles of collaborative, interdisciplinary and work-related learning which can be used to enhance learning for employability in their own disciplines. 12.00- 12.30 1B Alison Mc Lachlan, Senior Lecturer, Enhancement & Quality Lead and Christine James, Senior Lecturer, Student Experience Lead ‘Analysis of Fitness to Practise Procedure’ The intellectual, professional, academic and practice competencies required by nursing are defined by the Nursing & Midwifery Council1 2 3 and the theoretical approach to a degree /higher degree verified as compatible and meeting the requirements set for participating countries in the Bologna Process incorporating the European Tuning Project.4 Preparation for professional practice demands a robust and dynamic programme that equips students optimally to meet the demands of person-centred care in the context of unparalleled changes in healthcare provision and current economic markets that are unprecedented. Public confidence in professional conduct has been shaken by the numerous reports citing patient care falling well below any reasonable interpretation of acceptable standards, indeed nursing has been associated with notable serial killers in the UK, however more recently and profoundly by the public inquiry into serious failings at Mid Staffordshire NHS Foundation Trust.5 The latter report has culminated in some 290 recommendations with 25 related directly to nursing practice, 8 concerning the care of the older adult and 10 specific to the regulatory function of the Nursing & Midwifery Council. In particular, duty of care in nursing is a constant theme emphasising the personal qualities of professionals and the capacity to deliver effective compassionate care. In reference to nursing education and professional development of students the report recommends that recruits are able to evidence ‘appropriate values, attitudes and
  • 6. 6 Ibid No 3: Recommendation No 185, Nursing, Focus on culture of caring. P 105 7 University of the West of Scotland (2012-15) Breaking Boundaries, The UWS Internationalisation and Global Citizenship Strategy http://www.uws.ac.uk/about-uws/overview/missions-and-strategies/ behaviours’ and the ability to put ‘others welfare above their own interests’.6 The Faculty of Education, Health and Social Sciences developed Fitness to Practise Procedure in 2007, revised 2009. Within the Faculty, the School of Health, Nursing and Midwifery implemented Fitness to Practise procedures as a direct mandate from the Nursing & Midwifery Council in 2007. The School is committed to providing a robust and dynamic education which develops registered nurses who are competent and safe practitioners and can meet the demands of a modern healthcare system in Scotland, the UK and internationally.7 Through intensive internal and external monitoring, professional programmes can not only assure standards but can evidence continual enhancement which guarantees the reputation of the University. Employability of students has moved substantially from traditional local NHS employment to the wider UK NHS and more recently students have cited international locations. The School does not view Fitness to Practise as a punitive measure but rather an opportunity for the student to gain insight into unacceptable conduct and acquire new behaviours and attributes commensurate with professionalism and graduateness in a global context. The perspective is therefore a positive one where through the procedure the School can evidence public protection and professional standards. It is in this context with increasing pressure on all healthcare professions that the scope of Fitness to Practise procedures is analysed following approximately 100 cases. 12.30- 12.45 Discussion
  • 7. WORKSHOP 2 - PROMOTING FLEXIBLE LEARNING: Moving from face to face to online learning Chair: Bill Steele, Senior Lecturer, CAPLeD, UWS 11.30- 12.00 2A Dr Keith Smith, Senior Teaching Fellow and Senior Lecturer in Higher Education, Edinburgh Napier University. Programme Leader for the practice-based MSc Blended and Online Education. ‘Contextualising TEL practice’ In this session Keith will explore how we can conceptualise and embed technology- enhanced learning, teaching and assessment in ways that are meaningful to practitioners, sensitive to different learning and teaching contexts, and which can help establish a shared outlook on good practice. In doing this he will share lessons learned from work undertaken at Edinburgh Napier University to implement a new institutional framework for technology-enhanced learning. The session will cover the ethos and design of the 3E Framework, and the range of ways in which it is being embedded at Edinburgh Napier including through staff development initiatives and the introduction of the new institutional VLE. Practical challenges and lessons learned will be offered along the way, before concluding with a short overview of how other institutions have been using and adapting the 3E Framework. 12.00- 12.30 2B Tom Duff, Lecturer, CAPLeD, UWS. ‘The Digital Divide and Technology in Learning: Challenges and Opportunities’ The digital divide exists between those that continue to digitise traditional methods of learning and those that can reimagine learning in completely new ways not possible before This break out session is intended to help and encourage staff to make more use of innovative flexible learning approaches. 12.30- 12.45 Discussion
  • 8. WORKSHOP 3 - PROFESSIONAL DEVELOPMENT Chair: Professor Moira Lewitt, School of Health, Nursing and Midwifery, UWS 11.30- 12.10 3A Dr Catriona Cunningham , Academic Development Officer, The Higher Education Academy. This workshop will use different narrative theories to enable participants to chart their academic practice (for example in terms of a fellowship) and indeed their own narratives of learning and teaching. Working with literary and visual texts, we will begin to unlock the stories which inform academics’ work, modeling a critical reflective approach which can also be used with students for personal and professional development. 12.10- 12.30 3B Dr Louisa Sheward, Lecturer, CAPLeD, UWS. ‘Engaging in the UWS Fellowship Scheme’ This short presentation will introduce participants to the UWS Fellowship Scheme. This Scheme was developed by the Centre for Academic Practice and Learning Development and Human Resources. It provides opportunities for experienced staff who teach and/or support student learning to gain Fellowship of the Higher Education Academy at one of four levels: Associate, Fellow, Senior and Principal. A brief overview including feedback from a current participant in the Scheme will be provided. 12.30- 12.45 Discussion
  • 9. WORKSHOP 4 - PROGRESSION AND RETENTION-Seeking a Sustainable Solution Chair: Dr David Ross, Director of CAPLeD, UWS 11.30- 11.50 4A Dr David Ross, Director of CAPLeD, UWS 11.50- 12.10 4B Garry Quigley, President Students Association, UWS 12.10- 12.30 4C Claire Mackie, Effective Learning Tutor, CAPLeD, UWS and student colleagues ‘Students Are Doing It For Themselves: peer support, retention and progression at UWS’ 12.30- 12.45 Discussion 12.45- 13.30 Lunch, Networking and POSTER EXHIBITION
  • 10. 8 UWS 2012 Work Based Learning Policy 9 www.uws.ac.uk/workarea/downloadasset.aspx?id=2147505278 10 UWS Learning, Teaching & Assessment Strategy (LTAS) - 2011-2015. 11 This reflects the learning taxonomies that underpin the module content in the module descriptors, the learning outcomes, and the assessments rubric used to assess them. 12 ADS have collaborated with the University of Orebro, Sweden. Additionally there are longstanding links with a European conference on education using electronic information and communications technology ICICTE12 , which has resulted in collaborative publications with other institutions including Umea University, Stockholm, Sweden, and University of the Aegean, Greece, and Fraser Valley University, Vancouver, B.C., Canada12 . PARALLEL SESSIONS –AFTERNOON WORKSHOP 5 - PROMOTING FLEXIBLE LEARNING: Moving from face to face to online learning Chair: Professor Sabbir Ahmed, Head of School of Science, UWS 13.30- 14.00 5A Dr Iain McPhee, Senior Lecturer Alcohol and Drugs Studies (ADS), Ken Barrie, Programme leader, ADS and Dougie Marks, Lecturer, ADS, UWS ‘ The development of blended learning in Pg. programme in ADS 1998-2013: A case study’ The ADS programme is distinct in the UK because of its profile, longevity, flexible learning approaches and the unique opportunity to complete a work-based learning placement8 . There have been significant advances in research activity, designed to underpin learning and teaching. ADS can demonstrate a continuous updating of programme content to meet the changing needs of the addiction field. Our values are underpinned by the UWS learning manifesto9 , our internationalisation strategy and our approach to inclusivity in practice, driven by the UWS LTAS strategy10 . Since 2000 ADS make full use of VLE’s using online and on campus participation to develop ability in analysis, communication and presentation of debates, arguments, and assessable work. Distance learners interact with campus attendees. This makes the pool of shared knowledge broader and richer. All students, whether they study online or on campus, are provided with online interactive learning support materials. These ‘core reading’ module support learning influencing the cognitive, affective and psychomotor domains of learning. Consequently, learning methods range from knowledge/information provision (lectures) to attitude change (exploration and discussion) and behaviour change (skill rehearsal, and skills learned in practice placement)11 , stemming from Bloom (1956). ADS can demonstrate a process of continuous evaluation of our blended learning environment, impact on grade outcomes, indicated by several peer reviewed publications and attendance at international learning conferences: ICICTE12 . 14.00- 14.30 5B Dr Beth Cross, Lecturer, School of Education Institute for Youth and Community Research, UWS ‘Hosting Videos of Small Discussion Work on Module Site as part of a Blended Learning Approach’ The session will address the key theme: Promoting Flexible Learning through moving from face to face to online learning. On the Community Learning and Participation Degree Course a blended learning approach has been adopted. One of the challenges of delivering a professionally accredited course on line is ensuring group work skills are developed to a sufficient level within limited face to face contact time. To address this challenge, students took turns taking part in small group discussions on promoting empowerment within the CLD Professional Practice module. Use was made of Vimeo to upload to the VLE recordings of the small group discussions. The VLE Unit also included a forum where all students could post reflective comments based on viewing the small discussion. This limited time students had to come to campus for discussions to the one
  • 11. session they attended, but allowed them to benefit from listening to the others. This strategy in some respects allowed students to learn from peripheral participation not only about the subject under discussion but also strategies for engaging in scholarly analysis and working as a group. Feedback about this format was gained through evaluation at the end of term and through survey of all students. The benefits and drawbacks of this approach and possible improvements identified through student feedback and professional reflection will be presented at the session. Excerpt from the discussions and perspectives on the approach from student co-presenters will be part of the session programme. 14.30- 15.00 5C Linda Wylie, Lecturer, School of HNM, UWS ‘ The role of social media in professional programmes’ Increasingly students are communicating via social media such as Facebook and Twitter. Many Health Care professionals feel that this is not an appropriate forum for discussions about professional practice yet this is an ideal arena for reflecting on practice, for educating patients, for networking, for finding out and joining in with national campaigns for example. This session will consider professional guidance and lead discussion on using social media in professional practice appropriately. 15.00- 15.30 Discussion
  • 12. WORKSHOP 6 - THE ROLE OF FEEDBACK IN EFFECTIVE ASSESSMENT Chair: Dr Lesley Hamilton, e-learning developer, CAPLeD, UWS 13.30- 14.15 6A Dr Victoria L. O’Donnell, Senior Lecturer, School of Education, Dickson Telfer, Effective Learning Tutor, CAPLeD, Dr Claire Chalmers, Chair of the School HNM Assessment Working Group; Desmond Nicholl, Administrative Manager, Quality Enhancement Unit and Ewan McCreath, UWS. ‘Stories of referencing practices: using assessment and feedback to facilitate learning and development’ In 2012/13, the University’s Assessment Group undertook a consultation exercise to explore academic practices in relation to the assessment of referencing in student work. Responses revealed a range of practices across the institution. In particular, the responses revealed interesting differences in academics’ approaches to the assessment of referencing, and in their focus on the different aspects of referencing: from technical conventions, to the use of a variety of credible sources (central to Principle 1F of LTAS). Using an innovate narrative approach this session will present some of the issues and challenges faced by both staff and students in relation to referencing practices within academic work. It will allow for a discussion of how students’ learning and development in relation to referencing might be more effectively supported through enhanced assessment and feedback practices. It will also present modifications to the University Assessment Handbook which have been made as a result of the key findings and recommendations arising from the consultation, and will provide a forum for the sharing of good practice in the assessment of referencing. 14.15- 15.00 6B Dr Claire Chalmers –Senior Lecturer, Chair of the School HNM Assessment Working Group; Chair of the School HNM Rubric Development Working Group, UWS. ‘Value, Virtues and Vice in Assessment Feedback’ The session will lead discussion on the value, virtues, and vice of feedback, exemplified by the experiences of students and staff within the School of Health Nursing and Midwifery: Evidencing the contrasting views of current feedback practices, the session will reflect on the very practical challenges of utilising feedback to facilitate effective assessment, and highlight some of the ongoing work within the School to better understand and enhance current feedback practices, including: 1. The introduction of a feedback leaflet entitled ‘Feedback, Feedforward – Making the Most of Feedback: guidance for students’ by the School Assessment Working Group, aimed at promoting student understanding and use of feedback; 2. The work of the School Rubric Development Working Group, currently involved in the development and implementation of School level guidance to support a more consistent approach to programme and/or module level assessment management, incorporating assessment guidance; marking criteria; rubric development and feedback. 15.00- 15.30 Discussion
  • 13. WORKSHOP 7 - INTERNATIONALISATION OF THE CURRICULUM Chair: Professor David McGillivray, School of Creative and Cultural Industries, UWS 13.30- 14.00 7A Sabine McKinnon, Lecturer in Academic Development, GCU. ‘Internationalisation of the curriculum: What does it mean for us? The Global Perspectives Project at Glasgow Caledonian University’ Sabine McKinnon is a Lecturer in Academic Development in the Centre for Learning Enhancement and Academic Development (GCU LEAD) at Glasgow Caledonian University. She is responsible for the university’s GLOBAL PERSPECTIVES Project, a major strategic change initiative on internationalising the curriculum. Sabine’s research focuses on the impact of cultural values on learning and teaching. She teaches on the university’s Postgraduate Certificate Learning and Teaching in Higher Education and the CPD programme for graduate teaching assistants. She has also given invited guest lectures at Heriot Watt University and the University of Strathclyde. Sabine has presented and published her research at national and international conferences. Her latest publication about international students’ perceptions of employability is a book chapter in: Ryan, J. (ed.) Cross-Cultural Teaching and Learning for Home and International Students: Internationalisation of Pedagogy and Curriculum in Higher Education, Routledge. Before joining GCU, Sabine enjoyed a long career in teaching German, European Studies and Intercultural Communication at the universities of Leicester, Edinburgh, Heriot Watt and Queen Margaret. She also worked as a researcher at the University of Glasgow and is a Fellow of the Higher Education Academy. Internationalisation has become another buzzword in higher education. Ambitious aims and recruitment targets spring up everywhere, extra-curricular activities and induction programmes for international students are on offer in most institutions but the question of how to address internationalisation in the taught curriculum remains largely unanswered. There is considerable evidence that the “gap between the announcement of loudly trumpeted schemes and actual change in education practice” (Reid et al, 2010) has not been closed yet. How can students learn to be ‘global citizens’ through studying their subject? What are the specific features of an internationalised curriculum? What are the challenges involved in designing and embedding it? Glasgow Caledonian University has taken the first step towards answering these questions. It recently launched a new three-year project called ‘Global Perspectives’ which aims to support academic staff in the process of internationalising the curriculum. Led and managed by GCU LEAD (Centre for Educational Enhancement and Academic Development) the project will explore students’ and staff’s perceptions of what internationalisation of the curriculum means in practice, develop resources to support them and make recommendations for embedding it all across the university. This presentation provides an overview of the project’s different phases and presents some initial findings from its research strand. 14.00- 14.30 7B Robert Cowan, Depute Head of School, Health Nursing and Midwifery Dr Heather Simpson, Head of School, Health Nursing and Midwifery, Tom Keegan, Lecturer in Management, School of Business, Dr Louisa Sheward, Lecturer, CAPLeD and Thomas McLaren, Computer Networking Student, UWS ‘HEA Internationalisation Change Programme: Global Citizenship, Mobility and
  • 14. Employability’ 14.30- 15.00 7C Professor Henry Maitles, Interim Head of School of Education, UWS 'Global Citizenship - some ideas on the way forward for UWS' 15.00- 15.30 Discussion
  • 15. Workshop 8 - EMBEDDING GRADUATE ATTRIBUTES AND EMPLOYABILITY IN THE CURRICULUM Chair: Anne Gifford, Head of School of Creative and Cultural Industries, UWS. 13.30- 14.00 8A Clare Kelly, Part-time Lecturer and Fiona Milne, Lecturer, School of Creative and Cultural Industries, UWS. ‘Engaging with Mahara’ This session will look at some of the ways teaching staff and students can use Mahara to interact in regard to LTAS materials. The focus will be on portfolio building and the highlighting of exemplars. 14.00- 14.20 8B Dr David Ross, Director of CAPLeD, UWS and Frances Rowan, Employability Adviser, UWS ‘Graduate Attributes for UWS – Latest Developments’ 14.20- 15.00 8C Alison McEntee, Effective Learning Tutor, CAPLeD and Lucy Carroll, Science Librarian , UWS Draft Title: ‘Embedding graduate attributes/PDP in Bioscience’ 15.00- 15.30 Discussion 15.30- 16.00 Tea/Coffee and Plenary and RESULTS OF POSTER COMPETITION Chair: Dr David Ross CLOSE