Wednesday 12th November 2014, 12:15-13:15
Curriculum for Excellence(CfE), the new Scottish school curriculum is now running in all secondary schools. The first CfE school pupils will enter university in 2015. School pupils will have undergone quite a different educational experience than previous entrants, with a focus on developing generic skills. They will have experienced interdisciplinary L&T approaches, and the aspiration is that they will have developed as successful learners, confident individuals, responsible citizens, and effective contributors. In this briefing session, we will consider what the implications might be for our QMU curricula. This will be of particular interest if your programme is preparing for validation & review
Facilitator(s): Roni Bamber
Info & Register: CapAdmin
Welcome to Queen Margaret University's Centre for Academic Practice (CAP) Blog, where you can find updates on activities in the Centre, inspiring learning and teaching quotes, and discussion topics around the enhancement of the student experience at QMU.
Friday, October 31, 2014
CAP Workshop - ATLAS (Active Teaching, Learning & Assessment Space in PebblePlus
Wednesday 12 November 2014, 12:15-14:15
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This workshop introduces tutors to ATLAS – the Active Teaching, Learning and Assessment Space to which learners, organised into groups or sets on workspaces, submit work from Pebble+ for feedback, peer review, or validation. At this workshop we will provide an introduction to the ATLAS dashboard, discuss workspace administration and outline the steps of the standard assessment process.
We will also demonstrate the functionality of assessment tools, including formative and summative feedback, grading, and comment banks and feedback templates for streamlining feedback. There will be opportunities for hands-on practice and discussion.
Facilitator(s): Sue Murray
Info & Register: CapAdmin
.
This workshop introduces tutors to ATLAS – the Active Teaching, Learning and Assessment Space to which learners, organised into groups or sets on workspaces, submit work from Pebble+ for feedback, peer review, or validation. At this workshop we will provide an introduction to the ATLAS dashboard, discuss workspace administration and outline the steps of the standard assessment process.
We will also demonstrate the functionality of assessment tools, including formative and summative feedback, grading, and comment banks and feedback templates for streamlining feedback. There will be opportunities for hands-on practice and discussion.
Facilitator(s): Sue Murray
Info & Register: CapAdmin
CAP Workshop - Improving students assessments with TurnitinUK
Mon 10 Nov 11:15 - 12:15
Want to improve your students' academic writing? Did you know that TurnitinUK can help? Even if you are familiar with TurnitinUK, it now has an improved interface so this is also an opportunity to find out how that works. TurnitinUK is an online service that can be accessed via the HUB and that enables students to compare their work with a range of electronic sources including the internet and electronic databases. The service then provides an 'originality report' that students can use to improve the quality of their referencing and paraphrasing. The report may also suggest sources that the student may have missed.
Facilitator(s): Sue Murray & Iddo Oberski
Register & more info: CapAdmin
Want to improve your students' academic writing? Did you know that TurnitinUK can help? Even if you are familiar with TurnitinUK, it now has an improved interface so this is also an opportunity to find out how that works. TurnitinUK is an online service that can be accessed via the HUB and that enables students to compare their work with a range of electronic sources including the internet and electronic databases. The service then provides an 'originality report' that students can use to improve the quality of their referencing and paraphrasing. The report may also suggest sources that the student may have missed.
Facilitator(s): Sue Murray & Iddo Oberski
Register & more info: CapAdmin
Tuesday, October 28, 2014
CAP WORKSHOP - UK Professional Standards Framework Briefing: How do I meet the standards and why should I?
Tuesday 04 November 2014 10:15-11:15
The UK Professional Standards Framework
http://www.heacademy.ac.uk/ukpsf covers the main dimensions of teaching and supporting learning within HE. It is written from the perspective of the practitioner and provides a national framework for recognising your L&T experience and expertise.
In this session, we will talk about the different levels of recognition, and how you achieve recognition. If you would like to apply, CAP will help you through the next stages.
The UK Professional Standards Framework
http://www.heacademy.ac.uk/ukpsf covers the main dimensions of teaching and supporting learning within HE. It is written from the perspective of the practitioner and provides a national framework for recognising your L&T experience and expertise.
In this session, we will talk about the different levels of recognition, and how you achieve recognition. If you would like to apply, CAP will help you through the next stages.
Thursday, October 23, 2014
CAP Workshop - How Effective and Efficient is your Assessment?
Tuesday 04 November 2014 14:15-15:15
We are all under increasing time pressure, so how can we assess well, without buckling under the strain? In this workshop we will discuss ways of making assessment more efficient, without losing benefits to students.
More info: Iddo Oberski
Register: Matt at CapAdmin@qmu.ac.uk
We are all under increasing time pressure, so how can we assess well, without buckling under the strain? In this workshop we will discuss ways of making assessment more efficient, without losing benefits to students.
More info: Iddo Oberski
Register: Matt at CapAdmin@qmu.ac.uk
CAP Workshop - UK Professional Standards Framework Briefing: How do I meet the standards and why should I?
Tue 04 Nov 2014 12:15-13:15
The UK Professional Standards Framework
http://www.heacademy.ac.uk/ukpsf covers the main dimensions of teaching and supporting learning within HE. It is written from the perspective of the practitioner and provides a national framework for recognising your L&T experience and expertise.
In this session, we will talk about the different levels of recognition, and how you achieve recognition. If you would like to apply, CAP will help you through the next stages.
Contact: Roni Bamber
Register: CapAdmin
The UK Professional Standards Framework
http://www.heacademy.ac.uk/ukpsf covers the main dimensions of teaching and supporting learning within HE. It is written from the perspective of the practitioner and provides a national framework for recognising your L&T experience and expertise.
In this session, we will talk about the different levels of recognition, and how you achieve recognition. If you would like to apply, CAP will help you through the next stages.
Contact: Roni Bamber
Register: CapAdmin
Friday, October 17, 2014
WORKSHOP - Challenges of Working with International Postgraduate Students
24th October 2014 9:30 – 16:30 at QMU
FULLY BOOKED
This is a follow up event from the fully booked workshop that took place at the University of Leicester in October 2013.
Despite the
new high level of HEU fees at undergraduate level, International students
remain critical to the health and financial sustainability of UK
higher education. At postgraduate taught level, there has been
a 200% increase in the intake of International students since 1999.
International
students who come from a diversity of backgrounds and educational systems
can be both enjoyable and challenging to recruit,
teach and supervise. This is particularly true of those for
whom English is not their first language.
This conference will explore the journey of the international student into postgraduate education, from the point of recruitment through induction to the kinds of support needed for students at different stages of study, including preparing dissertations, how students can develop an independent academic voice when English is not their first language and the kinds of pedagogies and strategies that can be used both when there is a truly international cohort and when there is a cohort of international students predominantly from one country.
The focus of the event is on learning from and contributing to good practice in supporting International postgraduate students.
This conference will explore the journey of the international student into postgraduate education, from the point of recruitment through induction to the kinds of support needed for students at different stages of study, including preparing dissertations, how students can develop an independent academic voice when English is not their first language and the kinds of pedagogies and strategies that can be used both when there is a truly international cohort and when there is a cohort of international students predominantly from one country.
The focus of the event is on learning from and contributing to good practice in supporting International postgraduate students.
There are a
limited number of free spaces available to QMU staff. If you are interested in attending please
contact Matt at CapAdmin@qmu.ac.uk
Thursday, October 16, 2014
CAP Workshop - How Effective and Efficient is your Assessment?
Thursday 30th October 2014 14:15-15:15
We are all under increasing time pressure, so how can we assess well, without buckling under the strain? In this workshop we will discuss ways of making assessment more efficient, without losing benefits to students.
More info: Iddo Oberski
Register: Matt at CapAdmin@qmu.ac.uk
We are all under increasing time pressure, so how can we assess well, without buckling under the strain? In this workshop we will discuss ways of making assessment more efficient, without losing benefits to students.
More info: Iddo Oberski
Register: Matt at CapAdmin@qmu.ac.uk
Wednesday, October 15, 2014
CAP Workshop - An introduction to ATLAS - the Active Teaching, Learning and Assessment Space in PebblePlus
Wed 29 October 2014 10:15-12:15
This workshop introduces tutors to ATLAS – the Active Teaching, Learning and Assessment Space to which learners, organised into groups or sets on workspaces, submit work from Pebble+ for feedback, peer review, or validation. At this workshop we will provide an introduction to the ATLAS dashboard, discuss workspace administration and outline the steps of the standard assessment process.
We will also demonstrate the functionality of assessment tools, including formative and summative feedback, grading, and comment banks and feedback templates for streamlining feedback. There will be opportunities for hands-on practice and discussion.
More information: Susi Peacock or Sue Murray
Registration: CapAdmin
This workshop introduces tutors to ATLAS – the Active Teaching, Learning and Assessment Space to which learners, organised into groups or sets on workspaces, submit work from Pebble+ for feedback, peer review, or validation. At this workshop we will provide an introduction to the ATLAS dashboard, discuss workspace administration and outline the steps of the standard assessment process.
We will also demonstrate the functionality of assessment tools, including formative and summative feedback, grading, and comment banks and feedback templates for streamlining feedback. There will be opportunities for hands-on practice and discussion.
More information: Susi Peacock or Sue Murray
Registration: CapAdmin
Tuesday, October 14, 2014
CAP Forum - External Examiners' Forum
Tue 28 October 2014 13:15 - 14:15
Bring your lunch and join colleagues in discussing your external examiner experiences.
This forum is aimed primarily at academic staff with current, previous or planned experience as an External Examiner at another higher education institution. The forum will operate as a peer support network, providing opportunity for participants to discuss their experiences of External Examining elsewhere, including good practice that might be of interest to colleagues and issues that have proved difficult and how these were resolved. Topics and ideas for enhancement generated through the Forum will be disseminated by Moderator and, where appropriate, progressed through the Student Experience Committee.
The updated QAA Quality Code for Higher Education has as one of its expectations that ‘Higher education providers make scrupulous use of external examiners’.
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/B7.pdf
The Code elaborates:
‘External examining is valuable, not only for the institution which contracts the external examiner, but also for the examiner's home institution. In relation to maintaining standards and promoting quality enhancement, both the contracting and the home institutions benefit from the experience of staff who gain insights into practice across the sector and develop expertise in evaluating practice through their work as external examiners. Institutions facilitate the consistent dissemination of experience gained from external examining activities across the institution as appropriate.’
The External Examiners’ Forum at QMU aims to facilitate the sharing of good L&T practice which our academic staff observe while external examining, and also to help us in inducting and providing appropriate support to academics from other universities who are external examiners for QMU programmes.
More information: Dawn Martin or Roni Bamber
Register: CapAdmin
Bring your lunch and join colleagues in discussing your external examiner experiences.
This forum is aimed primarily at academic staff with current, previous or planned experience as an External Examiner at another higher education institution. The forum will operate as a peer support network, providing opportunity for participants to discuss their experiences of External Examining elsewhere, including good practice that might be of interest to colleagues and issues that have proved difficult and how these were resolved. Topics and ideas for enhancement generated through the Forum will be disseminated by Moderator and, where appropriate, progressed through the Student Experience Committee.
The updated QAA Quality Code for Higher Education has as one of its expectations that ‘Higher education providers make scrupulous use of external examiners’.
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/B7.pdf
The Code elaborates:
‘External examining is valuable, not only for the institution which contracts the external examiner, but also for the examiner's home institution. In relation to maintaining standards and promoting quality enhancement, both the contracting and the home institutions benefit from the experience of staff who gain insights into practice across the sector and develop expertise in evaluating practice through their work as external examiners. Institutions facilitate the consistent dissemination of experience gained from external examining activities across the institution as appropriate.’
The External Examiners’ Forum at QMU aims to facilitate the sharing of good L&T practice which our academic staff observe while external examining, and also to help us in inducting and providing appropriate support to academics from other universities who are external examiners for QMU programmes.
More information: Dawn Martin or Roni Bamber
Register: CapAdmin
Monday, October 13, 2014
CAP Workshop - Challenges of Working with International Postgraduate Students
Fri 24 October 2014 10:00-16:00
Following a national project on the taught postgraduate student experience
http://www.enhancementthemes.ac.uk/sheec/learning-from-international-practice/taught-postgraduate-student-experience and empirical research with QMU PGT students, we have new insights into the skills and attributes our postgraduate taught students bring with them, and how we can help them work at Master's level.
In this practical session, we will look at a framework for analysing PGT skills, and ways we can help our students cope with the transition to PG study, including induction and learning and teaching strategies. You will find this workshop of direct relevance if you are planning your PGT student induction and next year’s teaching, and you will leave with induction activities you can use with your PG students.
More information: Roni Bamber / https://www.ukcge.ac.uk/main.php?main=events&Workshop=the-challenges-of-working-with-international-pg-students
Register: https://www.ukcge.ac.uk/main.php?main=events&Workshop=the-challenges-of-working-with-international-pg-students
Following a national project on the taught postgraduate student experience
http://www.enhancementthemes.ac.uk/sheec/learning-from-international-practice/taught-postgraduate-student-experience and empirical research with QMU PGT students, we have new insights into the skills and attributes our postgraduate taught students bring with them, and how we can help them work at Master's level.
In this practical session, we will look at a framework for analysing PGT skills, and ways we can help our students cope with the transition to PG study, including induction and learning and teaching strategies. You will find this workshop of direct relevance if you are planning your PGT student induction and next year’s teaching, and you will leave with induction activities you can use with your PG students.
More information: Roni Bamber / https://www.ukcge.ac.uk/main.php?main=events&Workshop=the-challenges-of-working-with-international-pg-students
Register: https://www.ukcge.ac.uk/main.php?main=events&Workshop=the-challenges-of-working-with-international-pg-students
Friday, October 10, 2014
CAP FORUM - Programme Leaders Network
Wed 22 October 2014 12:15-13:15
Bring your lunch. We provide the tea and coffee.
In the Programme leaders network sessions, we discuss various national, university, school, and programme level issues that are likely to affect us throughout the year.
Check our web or intranet sites for more detailed information on the individual sessions
In the first session we will decide which topics to cover in the PL network sessions for the rest of the year.
More information: Roni Bamber
Register CapAdmin
Bring your lunch. We provide the tea and coffee.
In the Programme leaders network sessions, we discuss various national, university, school, and programme level issues that are likely to affect us throughout the year.
Check our web or intranet sites for more detailed information on the individual sessions
In the first session we will decide which topics to cover in the PL network sessions for the rest of the year.
More information: Roni Bamber
Register CapAdmin
Thursday, October 9, 2014
Mindfulness, Contemplation, Meditation for QMU Staff & Students
QMU staff and students are invited to the workshops, courses, and drop-in sessions provided by Dr Iddo Oberski (Centre for Academic Practice), Dr Michele Hipwell (Psychology and Sociology) and Dr Avinash Bansode (MindfullyBeing - www.mindfullybeing.co.uk )
Drop-In Sessions:
Tuesdays and Thursdays throughout the academic year 12:15-13:15
Tuesdays led by Dr Bansode. Thursdays are self-led or led by Dr. Oberski
The sessions are free of charge. Rooms vary - details available on this blog.
Free introductory 'taster' sessions:
11 November 11:15-12:15
17 October & 14 November 12:15-13:15
Mindfulness Foundation (8 week) Courses
For students: Weekly on Fridays 30 January -20 March 2015 8:45-11:15 + Saturday 7 March 9:30-4:00pm. Led by Dr. Hipwell (£50 charge)
For Staff: Weekly on Wednesdays 28 January -18 March 2015 1:30-4:00pm + Saturday 7 March 9:30-4:00pm. Led by Dr. Bansode (£75 charge)
The 8-week course provides a foundation for your own meditation practices. If you are new to meditation and want to be supported in developing a regular practice, then this is the course for you. If you already have your own practice, the course will help you deepen it. It aims to assist you in dealing with what can be stressful and challenging for you and helps you to take better care of yourself and get the most out of your life.
The aim of the programme is to learn new ways to handle challenges in both work and study. The course is mostly practical with daily practice homework and some basic recommended reading. There's no academic credit associated with the course. The fee is subsidised (normal price £250) so make sure you book early (payment required at time of booking)
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Register by contacting CapAdmin@qmu.ac.uk
Abertay University Event; Curriculum Innovation and sustainability, 30th October 2014
Dear
SHED colleagues,
I hope
that the attached information on a seminar we are organising here at Abertay on
the topic of Education for Sustainability, may be of interest to you or your
colleagues.
Abertay
University is funding a pedagogically orientated project into the viability and
practicality of embedding Education for Sustainable Development (ESD) in the
curriculum as regards tertiary education here in Tayside. This project has, so
far, entailed organising and running a number of seminars and workshop for
Abertay staff raising awareness of sustainability as a teaching prerogative and
indeed the practicalities of embodying the principles thereof within our
teaching practices. Developing that agenda, we are hoping our event will
broaden the discussion, encompassing colleagues and students from tertiary
education institutions in the Tayside region. To this extent, we are organising
a series of talks and workshops on the day, aiming to enable a larger
collective discernment on ESD and its applicability in the teaching
environment, especially as it relates to Tayside.
We would
be grateful if you could publicise the event among your colleagues and
students.
If you
would like any further information, please do not hesitate to contact either
myself or the project lead, Dr Andy Samuel, cc’d into this mail.
All the best,
Alastair
-------------------------------------------------------
Dr. Alastair D. Robertson
Director of Teaching & Learning Enhancement
Abertay University
Dr. Alastair D. Robertson
Director of Teaching & Learning Enhancement
Abertay University
T: 0044 1382 308532
M: 0044 7964 621263
Scotland's leading modern university for
environmental science research (RAE 2008)
The University of
Abertay Dundee is a charity registered in Scotland, No: SC016040
Wednesday, October 8, 2014
CAP Workshop - Introduction to Mindmanager
17 October 2014 11:15-12:15
Wed 22 Oct 2014 14:15-15:15
This highly interactive workshop will provide us with an opportunity to explore the functionality of MindManager: concept mapping software. We will explore what it offers us as tutors and how we can use it as part of the curriculum. The session will introduce the core functionality including exporting to PowerPoint and Word.
Contact: Matt Sanders, Susi Peacock
Register: CapAdmin
Wed 22 Oct 2014 14:15-15:15
This highly interactive workshop will provide us with an opportunity to explore the functionality of MindManager: concept mapping software. We will explore what it offers us as tutors and how we can use it as part of the curriculum. The session will introduce the core functionality including exporting to PowerPoint and Word.
Contact: Matt Sanders, Susi Peacock
Register: CapAdmin
Tuesday, October 7, 2014
CAP Workshop - Validation and Review: Workshop for conveners and panel members
16 October 2014
13:30-15:00
This workshop is aimed at academic staff wishing to participate in validation and review as panellists or conveners. It is open to experienced panellists & conveners, as well as staff participating for the first time. Depending on update, the workshop may be split into separate sessions for conveners and panel members to allow for more focussed discussion.
Topics can be tailored to suit participant needs, but will cover a range of V&R aspects, such as preparation, participation and follow-up activities; managing the discussion; agreeing conditions and recommendations; GQE input; and working with professional and statutory bodies. There will be time to explore participants’ challenges and concerns.
Contacts: Dawn Martin, Roni Bamber
Register: CapAdmin
13:30-15:00
This workshop is aimed at academic staff wishing to participate in validation and review as panellists or conveners. It is open to experienced panellists & conveners, as well as staff participating for the first time. Depending on update, the workshop may be split into separate sessions for conveners and panel members to allow for more focussed discussion.
Topics can be tailored to suit participant needs, but will cover a range of V&R aspects, such as preparation, participation and follow-up activities; managing the discussion; agreeing conditions and recommendations; GQE input; and working with professional and statutory bodies. There will be time to explore participants’ challenges and concerns.
Contacts: Dawn Martin, Roni Bamber
Register: CapAdmin
Transnational Education (TNE) and Graduate Employability Project
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| Dear colleague,
We are
seeking your help with a project funded by the Higher Education Academy (HEA)
exploring how employability is embedded in the curriculum for transnational
education (TNE) programmes (e.g. branch campuses, partner-supported
programmes, double and joint degrees, and distance learning programmes), and
the ways in which UK HE providers support employability for students studying
for their degrees overseas in other ways. Around 250,000 students are
actively studying for UK degrees via TNE, but little is known about how
approaches to employability used in UK-based programmes compare with practice
on TNE programmes.
We
would like you to send us brief examples of innovative and effective
approaches in the form of short vignettes (mini-case studies), and also your
perspectives on the challenges that institutions face in embedding
employability in TNE programmes. We provide more information about the kinds
of examples that we are looking for in the attached guidance document.
If you
consider that employability in TNE programmes is not an issue for your
institution we would also like you to let us know and provide us with some
information about why this is the case.
The
project is working to a tight deadline, so we would be very grateful to
receive your submission by Friday 17th October.
If you
have any queries about the project, then please contact Steve Woodfield or Robin Mellors-Bourne.
Transnational
Education (TNE) and Graduate Employability Project: Call for Evidence
Summary:
A research team comprising Robin Mellors-Bourne (CRAC), Steve
Woodfield (Kingston University) and Elspeth Jones have been commissioned by
the Higher Education Academy (HEA) to look into employability development
within TNE (transnational education) programmes, an issue that is currently
under-researched but which is often an important dimension of UK TNE for
students. As part of this project we are contacting UK HE institutions to
identify and collect some examples of innovative and effective practice
around how HE providers embed the development of employability within the
curriculum in all types of TNE programmes (including distance learning,
flying faculty and partnership arrangements). We are seeking examples from a
mix of subject areas, countries of delivery, levels of study, and
institutions. The other dimensions of the project are a literature review and
interviews with a sample of TNE alumni. The overall aims of the project are
to distil and illustrate areas of innovative and effective practice, identify
the key challenges faced by institutions, and then make recommendations that
can support the HEA's work around employability and internationalisation and
wider sector activity on TNE and employability.
Definitions:
We recognise that the terms 'employability' and ‘TNE’ do not have widely accepted definitions, however our project uses definitions adopted by the HEA that take a broad, but student-focused, approach.
· Employability: A set of achievements – skills,
understandings and personal attributes – that makes graduates more likely to
gain employment and be successful in their chosen occupations, which benefits
themselves, the workforce, the community and the economy (Knight and
Yorke, 2003)
· Transnational education (TNE): Award-
or credit-bearing learning undertaken by students who are based in a
different country from that of the awarding institution (Adapted from the
Council of Europe’s statement on TNE (2002)
Categories
of innovative and effective practice:
We are
open to receiving a range of different types of innovative and effective
practice on this topic, and recognise that HE providers approach
employability development in different ways. The list below provides some
examples of potential areas of such practice, but these are neither
exhaustive nor mutually exclusive:
· A
particular institutional policy or strategy that addresses the concept
of employability in TNE programmes (e.g. an international, education, or
employability strategy)
· The creation or development of institutional roles or structures that focus on embedding employability for TNE students (e.g. a specific TNE focus in careers, alumni, academic development) · Examples of how the curriculum for TNE programmes has been designed or adapted to develop employability and ensure its relevance for overseas delivery (e.g. study skills, language training, localised content, local placements) · The use of the co-curriculum to provide support for employability through offering modules or training focused on employability skills (e.g. interviews, CV writing, entrepreneurship, volunteering opportunities) · Initiatives around the pedagogical approach designed to help foster employability in TNE programmes (e.g. developing critical thinking and problem-based learning linked to employability) · Ways in which collaboration with educational partners overseas has helped to support employability (e.g. via curriculum co-design, building links with employers, organising work placements) · Links with key stakeholders in countries of delivery and in the UK (e.g. employers, professional bodies, local and national government, regulatory agencies) to support the employability and employment opportunities of TNE graduates (e.g. recognition schemes, work placements) · Addressing employability in approaches to the quality assurance of TNE when considering the academic quality and comparability of individual TNE programmes · Quality enhancement activity to facilitate staff or student engagement with the development or embedding of employability within the curriculum.
We
would also like your perspectives on what you consider to be the main
challenges around employability in TNE programmes, and how these might be
addressed. Again these are many and varied, and depend on the type of TNE and
delivery context, but could include:
· Managing expectations of
partners and students
· Ensuring comparability of UK and overseas study for quality assurance purposes · Addressing issues of equity between UK-based and TNE provision in learning, teaching and assessment · Engagement in in quality enhancement activities · Embedding employability through engaging students and staff on TNE programmes · Achieving relevance with an employability focus in local TNE delivery contexts · Recognition of TNE qualifications by governments and employers · Students’ and employers’ perceptions of the value of TNE for graduate employability
Format
and process:
We are seeking vignettes - short case studies - of innovative and effective practice, and brief perspectives on the challenges of employability in TNE from your institution. These need only be a few paragraphs of text in an email or Word document (up to 750 words). We would be very grateful if you could structure each vignette in the following way:
1. Name of
your institution
2. Basic information about the organisational unit, or TNE programme (e.g. programme name, country of delivery, TNE type, partner institution, subject, level of study), that is the focus of the innovative or effective practice 3. Category (or categories) of innovative or effective practice in relation to employability 4. Summary of your approach and why you consider it to be particularly innovative or effective 5. Your plans to further develop and/or disseminate this area of innovative or effective practice 6. Names and roles of key staff member(s), also the details for a key contact in case we would like further information and clarification.
For each challenge please could you briefly summarise:
1. The
nature of the challenge
2. Why it is an issue for your institution and your key stakeholders (e.g. students, employers, government) 3. Your ideas on how this challenge could best be addressed by your institution, the wider HE sector and national governments.
We will summarise in our reporting trends emerging from the
challenges and the examples of innovative and effective practice, but would
like to include selected edited versions of the vignettes in our report,
following agreement with you. All data and contact details collected during
the project will be stored securely and will be destroyed two years following
the completion of the project.
We will share the data with the HEA to support its work in
developing and refreshing the Internationalisation Framework and
the Employability Framework.
Timescales
and outcomes:
We would be grateful if could you send your contributions to Steve Woodfield (s.woodfield@kingston.ac.uk) by Friday 17th October 2014. However, if you have any particular difficulties meeting this deadline then please contact us to discuss how best to include your contribution.
If you
are aware of other examples of innovative and effective practice outside your
institution, please do let us know.
Once
the study is complete, we will include all contributors to our research
within dissemination activity for the project.
If you
have any queries about this request, or about the wider project, then please
contact either Steve or Robin Mellors-Bourne (Robin.Mellors-Bourne@crac.org.uk).
About the Higher Education Academy
The Higher Education Academy (HEA) is the national body for
learning and teaching in higher education. We work with universities and
other higher education providers to bring about change in learning and
teaching. We do this to improve the experience that students have while they
are studying, and to support and develop those who teach them.
For more recent news, events and funding opportunities,
subscribe to Academy
Update and follow us on twitter @HEAcademy.
The Higher Education Academy is a company limited by guarantee
registered in England and Wales no. 04931031. Registered as a charity in
England and Wales no. 1101607. Registered as a charity in Scotland no.
SC043946. Registered Office: The Higher Education Academy, Innovation Way,
York Science Park, Heslington, York, YO10 5BR, United Kingdom. The Higher Education
Academy and its logo are registered trademarks and should not be used without
our permission.
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Monday, October 6, 2014
CAP Workshop - UK Professional Standards Framework Writing Block
16 October 2014
10:15 - 12:15
These writing blocks provide you with some protected time to get on with writing your UKPSF applications with support from peers and CAP staff.
Come along to a UKPSF briefing, and then sign up to attend the writing blocks. Bring your laptop.
NB It is not required that you attend all writing block sessions - you can dip in when free, but our pilot project found the more writing blocks you attend, the more rapidly you will complete your application.
Contact: Roni Bamber
Register: CapAdmin
10:15 - 12:15
These writing blocks provide you with some protected time to get on with writing your UKPSF applications with support from peers and CAP staff.
Come along to a UKPSF briefing, and then sign up to attend the writing blocks. Bring your laptop.
NB It is not required that you attend all writing block sessions - you can dip in when free, but our pilot project found the more writing blocks you attend, the more rapidly you will complete your application.
Contact: Roni Bamber
Register: CapAdmin
Friday, October 3, 2014
CAP Workshop - PGT@QMU: How can we support our new postgrads
15th October 2014
13:15-14:15
Following a national project on the taught postgraduate student experience
http://www.enhancementthemes.ac.uk/sheec/learning-from-international-practice/taught-postgraduate-student-experience and empirical research with QMU PGT students, we have new insights into the skills and attributes our postgraduate taught students bring with them, and how we can help them work at Master's level.
In this practical session, we will look at a framework for analysing PGT skills, and ways we can help our students cope with the transition to PG study, including induction and learning and teaching strategies. You will find this workshop of direct relevance if you are planning your PGT student induction and next year’s teaching, and you will leave with induction activities you can use with your PG students.
More information: Roni Bamber
Register (free): CapAdmin
13:15-14:15
Following a national project on the taught postgraduate student experience
http://www.enhancementthemes.ac.uk/sheec/learning-from-international-practice/taught-postgraduate-student-experience and empirical research with QMU PGT students, we have new insights into the skills and attributes our postgraduate taught students bring with them, and how we can help them work at Master's level.
In this practical session, we will look at a framework for analysing PGT skills, and ways we can help our students cope with the transition to PG study, including induction and learning and teaching strategies. You will find this workshop of direct relevance if you are planning your PGT student induction and next year’s teaching, and you will leave with induction activities you can use with your PG students.
More information: Roni Bamber
Register (free): CapAdmin
Thursday, October 2, 2014
Call for Papers: Learning Technology innovation in HE
Call for Papers: Learning Technology innovation in HE
The call for papers for a Special Issue of Research in Learning
Technology, the Journal of the Association for Learning Technology has been
issued at http://go.alt.ac.uk/1r87Xlp.
All accepted papers will be published as a Special Issue of
Research in Learning Technology, “Learning Technology innovation in Higher
Education and beyond: Sharing global perspectives on research, practice and
policy?”.
The Special Issue focuses on the latest innovations in digital
technologies for teaching and learning in Higher Education and beyond
internationally.
The Special Issue will provide a snapshot/summary of current
research - will identify what digital technology innovations are being
implemented in higher education and beyond, how they are being researched, and
what are the implications for practice and policy.
Research topics may include:
- How do we collaborate at the forefront of research;
- What research is being conducted in terms of digital learning technology innovations in Higher Education globally;
- Use of social media for teaching and learning;
- Integration of online, blended learning models;
- Use and development of learning analytics;
- Personalised and mobile learning;
- Massive Open Online Courses and other models;
- Gamification.
Practice topics may include:
- How can institutions support innovation;
- What role do learners play in practice;
- Teaching – professional development and digital competences;
- Factors encouraging TEL;
- Strategic questions;
- Technology enhanced learning currently in use;
- Support for technology enhanced learning tools;
- Looking to the future.
Policy topics may include:
- What governments/policymakers can do in terms of facilitating quality take up of new modes of teaching and learning;
- What is the policy around digital capacity for teaching and learning in higher education;
- What is the current comparative state-of-play in terms of national TEL policy - enablers, barriers and support to progress the adoption, use and practices of TEL in HE;
- Structural issues - infrastructures for new modes, Quality and Quality Assurance, funding models, accreditation of credits/recognition, questions around IPR, language issues;
- Evidence-based policy and practice - How current are we in terms of sectoral information harvesting? Can we make use of this for local policy and practice?;
- Are there new national TEL policies that have recently been developed? How do they move things on from previous outputs?
Submissions
We expect the majority of papers to report on empirical work
undertaken that examines the effectiveness or impact of the implementation of
the digital technology innovation.
Submissions need to explain the theoretical basis of the
innovation which can be focused at the unit/subject level, the program/course
level or the institutional level.
Submissions can also critically review and consolidate prior
work, through literature review, theoretical and historical analysis and
critique.
Each author should focus on one of these themes and address the
overall aim of the issue.
The issue has the overarching aim to bring together perspectives
from around the globe that reflect the increasingly international,
collaborative nature of technology in education.
All submissions should clearly explain the global context of the
work discussed and where appropriate show what kind of (international)
collaboration has informed or supported it.
How to submit
Before submitting a manuscript authors should carefully review
the style guidelines for Research in Learning
Technology.
Submit papers online via the Research in Learning Technology
website at http://go.alt.ac.uk/1c1LRGX.
The deadline for submissions: 14th October 2014.
Call for reviewers
We are also seeking reviewers to review submissions for this
Special Issue. Reviewers will be asked to attend a free webinar briefing in
early October at the start of the 6 week review period. Reviewers will be asked
to review between one and three submissions within a 4 week period with second
reviews required in some instances.
Reviewers are asked to complete this sign-up form at http://goo.gl/1mZa3C
and will be able to act as a general reviewer for Research in Learning
Technology after the Special Issue is published, provided they have
successfully completed the required reviews.
--
Martin
Hawksey
Chief
Innovation, Community and Technology Officer
Association
for Learning Technology (ALT)
Registered
Charity Number 1063519
web:
www.alt.ac.uk
twitter: @A_L_T / @mhawksey
G+: profiles.google.com/mhawkseytwitter: @A_L_T / @mhawksey
Wednesday, October 1, 2014
CAP Workshop - Clickers – using personal response systems (Turning Point) for learning and teaching
Wednesday 15 October 2014
10:15-12:15
UKPSF Reference: K4
Turning Point is a personal voting system that allows tutors to poll students and have the results graphically displayed as part of a PowerPoint presentation. The common name often given to these type of systems is “clickers” - the term “clickers” refers to the small handsets which are used to vote. Personal voting systems can make lectures more interactive – engaging students with the material being taught and giving the tutor an opportunity to provide formative feedback. “Clickers” have also been used to initiate discussions both peer-to-peer and with the tutor, and can be utilised to test students’ grasp of key concepts within the classroom.
For more information, contact Susi Peacock
To register your place, contact CapAdmin
10:15-12:15
UKPSF Reference: K4
Turning Point is a personal voting system that allows tutors to poll students and have the results graphically displayed as part of a PowerPoint presentation. The common name often given to these type of systems is “clickers” - the term “clickers” refers to the small handsets which are used to vote. Personal voting systems can make lectures more interactive – engaging students with the material being taught and giving the tutor an opportunity to provide formative feedback. “Clickers” have also been used to initiate discussions both peer-to-peer and with the tutor, and can be utilised to test students’ grasp of key concepts within the classroom.
For more information, contact Susi Peacock
To register your place, contact CapAdmin
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