Tuesday 10th February 11:15-12:15
UKPSF: A5, K1, K2, K6, V1, V2, V3
There is evidence that young people are finding it increasingly challenging to concentrate and focus and think deeply. Contemplative practices employ a wide range of approaches to facilitate deep reflection within the context of a subject area, or more generally within the context of life. There is growing evidence that contemplative practices and mindfulness techniques have stress-reducing and health enhancing effects within a wide range of contexts. More recently there has been an expansion of the use of these approaches in Higher Education learning and teaching, particularly in the USA. Regular practice is likely to enhance concentration and focus as well as a more general sense of well-being. This workshop introduces the practice and some of the background theory
Contact: Iddo Oberski
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.
Showing posts with label Iddo Oberski. Show all posts
Showing posts with label Iddo Oberski. Show all posts
Thursday, February 5, 2015
Workshop - How Effective and Efficient is your Assessment?
Monday 9th February 12:15 - 13:15
UKPSF ref: A1, A2, A3, K1, K2, V1, V2
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.
Arranged by Iddo Oberski
Register: CapAdmin
UKPSF ref: A1, A2, A3, K1, K2, V1, V2
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.
Arranged by Iddo Oberski
Register: CapAdmin
Monday, February 2, 2015
Workshop - How Effective and Efficient is your Assessment?
Monday 9th February 2015
12:15-13:15
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
Main Contact: Iddo Oberski
Registration: CapAdmin
UKPSF ref: A1, A2, A3, K1, K2, V1, V2
12:15-13:15
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
Main Contact: Iddo Oberski
Registration: CapAdmin
UKPSF ref: A1, A2, A3, K1, K2, V1, V2
Tuesday, January 27, 2015
Workshop - Deep Reflection: Introduction to Contemplative Practices in Higher Education
Tuesday 10th February 2015
11:15 - 12:15
There is evidence that young people are finding it increasingly challenging to concentrate and focus and think deeply. Contemplative practices employ a wide range of approaches to facilitate deep reflection within the context of a subject area, or more generally within the context of life. There is growing evidence that contemplative practices and mindfulness techniques have stress-reducing and health enhancing effects within a wide range of contexts. More recently there has been an expansion of the use of these approaches in Higher Education learning and teaching, particularly in the USA. Regular practice is likely to enhance concentration and focus as well as a more general sense of well-being. This workshop introduces the practice and some of the background theory
Contact: Iddo Oberski
Register: CapAdmin
UKPSF: A1, A2, A4, A5, K1, K2, K6, V1, V2, V3
11:15 - 12:15
There is evidence that young people are finding it increasingly challenging to concentrate and focus and think deeply. Contemplative practices employ a wide range of approaches to facilitate deep reflection within the context of a subject area, or more generally within the context of life. There is growing evidence that contemplative practices and mindfulness techniques have stress-reducing and health enhancing effects within a wide range of contexts. More recently there has been an expansion of the use of these approaches in Higher Education learning and teaching, particularly in the USA. Regular practice is likely to enhance concentration and focus as well as a more general sense of well-being. This workshop introduces the practice and some of the background theory
Contact: Iddo Oberski
Register: CapAdmin
UKPSF: A1, A2, A4, A5, K1, K2, K6, V1, V2, V3
Thursday, December 4, 2014
SHORT COURSE - Facilitating and Supporting Learning in Professional and Higher Education
Wednesday 28 Jan 2015 - 3rd February 2015 (Wed-Tues, not on Sat/Sun)
9:00-4:30
This course is for new and experienced lecturers, demonstrators and anyone else with a teaching role in Higher Education. If you are new to teaching in HE, this 5 day short course will help you to settle into your new role, offer opportunities to discuss a wide range of issues around academic practice and provide a platform for networking across disciplines and schools at QMU. If you already have experience of teaching in HE, this is a good refresher course - and attending the short course can give you credits towards the PGCert/MSc in Professional and Higher Education.
The Course is Designed to allow staff and research students the time and space for in-depth engagement, networking and reflection, uninterrupted by other work commitments. This course offers:
• Micro-teaching: opportunities to teach, be observed and receive constructive feedback on your teaching; to observe others teach and thereby experience a range of approaches; for peer- and self evaluation of practice in an informal setting.
• Short information briefings highlighting particular aspects of the lecturing role at QMU, such as e-learning, plagiarism, student support, assessment for learning, Theories of learning.
• In-depth workshops on teaching, learning and assessment, exploring for example marking, feedback, group work, lecturing, course design.
• You need to be able to commit to the full course.
Key Contact: Iddo Oberski
Register & More info: http://www.qmu.ac.uk/cap/LandTShortcourse.htm
9:00-4:30
This course is for new and experienced lecturers, demonstrators and anyone else with a teaching role in Higher Education. If you are new to teaching in HE, this 5 day short course will help you to settle into your new role, offer opportunities to discuss a wide range of issues around academic practice and provide a platform for networking across disciplines and schools at QMU. If you already have experience of teaching in HE, this is a good refresher course - and attending the short course can give you credits towards the PGCert/MSc in Professional and Higher Education.
The Course is Designed to allow staff and research students the time and space for in-depth engagement, networking and reflection, uninterrupted by other work commitments. This course offers:
• Micro-teaching: opportunities to teach, be observed and receive constructive feedback on your teaching; to observe others teach and thereby experience a range of approaches; for peer- and self evaluation of practice in an informal setting.
• Short information briefings highlighting particular aspects of the lecturing role at QMU, such as e-learning, plagiarism, student support, assessment for learning, Theories of learning.
• In-depth workshops on teaching, learning and assessment, exploring for example marking, feedback, group work, lecturing, course design.
• You need to be able to commit to the full course.
Key Contact: Iddo Oberski
Register & More info: http://www.qmu.ac.uk/cap/LandTShortcourse.htm
Monday, November 17, 2014
Workshop - Deep Reflection: Introduction to Contemplative Practices in Higher Education
Tuesday 25 November 2014
11:15-12:15
There is evidence that young people are finding it increasingly challenging to concentrate and focus and think deeply. Contemplative practices employ a wide range of approaches to facilitate deep reflection within the context of a subject area, or more generally within the context of life. There is growing evidence that contemplative practices and mindfulness techniques have stress-reducing and health enhancing effects within a wide range of contexts. More recently there has been an expansion of the use of these approaches in Higher Education learning and teaching, particularly in the USA. Regular practice is likely to enhance concentration and focus as well as a more general sense of well-being. This workshop introduces the practice and some of the background theory
Key Contact: Iddo Oberski
Register: CapAdmin
11:15-12:15
There is evidence that young people are finding it increasingly challenging to concentrate and focus and think deeply. Contemplative practices employ a wide range of approaches to facilitate deep reflection within the context of a subject area, or more generally within the context of life. There is growing evidence that contemplative practices and mindfulness techniques have stress-reducing and health enhancing effects within a wide range of contexts. More recently there has been an expansion of the use of these approaches in Higher Education learning and teaching, particularly in the USA. Regular practice is likely to enhance concentration and focus as well as a more general sense of well-being. This workshop introduces the practice and some of the background theory
Key Contact: Iddo Oberski
Register: CapAdmin
Wednesday, November 5, 2014
CAP Workshop - Good Practice in Giving Students Feedback on Assessment
Friday 14th November 2014 12:15-13:15
Universities are heavily criticised by students for the quality and quantity of feedback we give them on their assessment. How can we improve feedback, without incurring excessive workloads? In this short session we will be discuss realistic options for engaging students in their learning through feedback, and think about feedback as part of our L&T strategies.</div>
NB. If you would like to run this session for your programme team, just let us know
Ioberski@qmu.ac.uk
Key Contact: Iddo Oberski
Register: CapAdmin
Universities are heavily criticised by students for the quality and quantity of feedback we give them on their assessment. How can we improve feedback, without incurring excessive workloads? In this short session we will be discuss realistic options for engaging students in their learning through feedback, and think about feedback as part of our L&T strategies.</div>
NB. If you would like to run this session for your programme team, just let us know
Ioberski@qmu.ac.uk
Key Contact: Iddo Oberski
Register: CapAdmin
Friday, October 31, 2014
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
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
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
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
Thursday, September 25, 2014
CAP Workshop - Deep Reflection: Introduction to Contemplative Practices in Higher Education
09 October 2014
11:15 - 12:15
UKPSF References: A1, A2, A4, A5, K1, K2, K6, V1, V2, V3
There is evidence that young people are finding it increasingly challenging to concentrate and focus and think deeply. Contemplative practices employ a wide range of approaches to facilitate deep reflection within the context of a subject area, or more generally within the context of life.
There is growing evidence that contemplative practices and mindfulness techniques have stress-reducing and health enhancing effects within a wide range of contexts. More recently there has been an expansion of the use of these approaches in Higher Education learning and teaching, particularly in the USA.
Regular practice is likely to enhance concentration and focus as well as a more general sense of well-being. This workshop introduces the practice and some of the background theory
For more information, Contact Dr. Iddo Oberski
To register, contact CapAdmin
11:15 - 12:15
UKPSF References: A1, A2, A4, A5, K1, K2, K6, V1, V2, V3
There is evidence that young people are finding it increasingly challenging to concentrate and focus and think deeply. Contemplative practices employ a wide range of approaches to facilitate deep reflection within the context of a subject area, or more generally within the context of life.
There is growing evidence that contemplative practices and mindfulness techniques have stress-reducing and health enhancing effects within a wide range of contexts. More recently there has been an expansion of the use of these approaches in Higher Education learning and teaching, particularly in the USA.
Regular practice is likely to enhance concentration and focus as well as a more general sense of well-being. This workshop introduces the practice and some of the background theory
For more information, Contact Dr. Iddo Oberski
To register, contact CapAdmin
CAP Workshop - Surprising Spaces: Arts Enriched Reflection
Tuesday 7th October, 2014
10:15-12:15
This workshop offers participants the opportunity to experience and evaluate arts-enriched reflection : active engagement with creative ways of prompting deep thinking about teaching practice and teacher identity. In this way we reassert the value of open-ended, exploratory development activities and directly address the relevance of the arts and humanities to professional education.
What is meant by arts-enriched reflection for university lecturers?
Active engagement with collage, poetry, photography and other creative ways of prompting deep thinking about teaching practice and teacher identity.
Why does it matter?
Increasingly, university lecturers are required to demonstrate that they are reflective practitioners (eg HEA, 2011) and often need help in initiating and sustaining meaningful reflection.
How does the practice of arts–enriched reflection contribute to current debates?
By reasserting the value of open-ended, exploratory development activities. It has been claimed that there is a lack of reflective spaces in our universities (Savin-Baden, 2008) and that development is at risk of being squeezed out by performativity – “narrow conceptions of usefulness that are articulated in terms of measurable performances.” (Rowland, 2007, p.10.) Active engagement in arts-enriched reflective activities can offer an alternative to this depressing instrumentalism. It also directly addresses the question of the relevance of the arts and humanities to professional development, in this case for university lecturers.
What evidence do we have that it makes any difference?
Arts-enriched reflection has been used to promote the professional development of physicians (Rabow, 2003), inter-professional groups of health workers (Williams, 2002) nurses (Seymour, 1995; Marshall, 2003) and school teachers (Black, 2002). Working with university lecturers, Loads (2009; 2010) found that professional development workshops involving artwork and reflection provide a restorative space that allows for discovery and surprise, where lecturers can find meaning in their teaching practice. Upitis et al. (2008) showed that these processes provide more than temporary reprieve from the pressures of work. Through art making and reflection lecturers were able to transcend their everyday tasks, take care of themselves, deepen and equalise their relationships with colleagues, manage difficult experiences and have a positive impact on their workplace.
For more information, contact Dr. Iddo Oberski
Registration: Contact CapAdmin (or through the staff online booking system - CAP Intranet site)
10:15-12:15
This workshop offers participants the opportunity to experience and evaluate arts-enriched reflection : active engagement with creative ways of prompting deep thinking about teaching practice and teacher identity. In this way we reassert the value of open-ended, exploratory development activities and directly address the relevance of the arts and humanities to professional education.
What is meant by arts-enriched reflection for university lecturers?
Active engagement with collage, poetry, photography and other creative ways of prompting deep thinking about teaching practice and teacher identity.
Why does it matter?
Increasingly, university lecturers are required to demonstrate that they are reflective practitioners (eg HEA, 2011) and often need help in initiating and sustaining meaningful reflection.
How does the practice of arts–enriched reflection contribute to current debates?
By reasserting the value of open-ended, exploratory development activities. It has been claimed that there is a lack of reflective spaces in our universities (Savin-Baden, 2008) and that development is at risk of being squeezed out by performativity – “narrow conceptions of usefulness that are articulated in terms of measurable performances.” (Rowland, 2007, p.10.) Active engagement in arts-enriched reflective activities can offer an alternative to this depressing instrumentalism. It also directly addresses the question of the relevance of the arts and humanities to professional development, in this case for university lecturers.
What evidence do we have that it makes any difference?
Arts-enriched reflection has been used to promote the professional development of physicians (Rabow, 2003), inter-professional groups of health workers (Williams, 2002) nurses (Seymour, 1995; Marshall, 2003) and school teachers (Black, 2002). Working with university lecturers, Loads (2009; 2010) found that professional development workshops involving artwork and reflection provide a restorative space that allows for discovery and surprise, where lecturers can find meaning in their teaching practice. Upitis et al. (2008) showed that these processes provide more than temporary reprieve from the pressures of work. Through art making and reflection lecturers were able to transcend their everyday tasks, take care of themselves, deepen and equalise their relationships with colleagues, manage difficult experiences and have a positive impact on their workplace.
For more information, contact Dr. Iddo Oberski
Registration: Contact CapAdmin (or through the staff online booking system - CAP Intranet site)
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