Using portfolio-based learning at scale

Thinking of using e-portfolios to support learning? Want to implement that strand of our new strategic plan?

This webinar from PebblePad will show you how e-portfolios are being used at scale at Plymouth and Bradford Universities.

If you want to know more about how to use PebblePad, contact Averil Robertson in the CLE – and look out for our switch to version 5 on July 4th!

UoB staff conference – just one week to go!

We are now just over one week away from the start of our staff conference and fringe events. Click the links below to sign up – the CLE team will be appearing in many places!

If you have any other questions please email uobconference@beds.ac.uk.

CLE staff heavily involved in staff conference!

Our team will be appearing in a number of places at the annual staff conference, both during the main event and in fringe activities. Hope to see you there!

Main conference

Dr. Maria Kukhareva: ‘Every teacher is a bit of an actor’

Dr. Mark Atlay & Dr. Diana Pritchard: ‘Utilising the TEF to identify the learning gain of our students’

Averil Robertson & Megan Loveys: ‘Ten Days of Twitter: running a social media course for university staff’

TED Talks

Dr. Mark Atlay: ‘The power of introverts’

Mark Gamble: ‘Draw your future’

Fringe events

Nick Botfield: ‘Engaging students in large group teaching’ & ‘Creating a MOOC’

Averil Robertson: ‘Developing Open Badges to support student achievement’

Dr. Maria Kukhareva: ‘Object-based learning: promoting creativity and lateral thinking’

Mark Gamble: ‘The development of Course Metric Infographics’

Teaching excellence framework results to be published on 22 June

The results of England’s teaching excellence framework (TEF) will be published on 22 June, it has been confirmed by Madeleine Atkins, chief executive of the Higher Education Funding Council for England.

Universities will be informed on 19 June whether they have achieved a gold, silver or bronze award in the TEF, Professor Atkins said.

All other UK funding bodies and the Department for Education will be informed shortly after institutions are made aware of their own result, while a full set of awards will sent to all participating providers under embargo on 21 June.

The TEF results were originally due to be released on 14 June, but this was postponed by HEFCE owing to uncertainty caused by the result of the UK general election.

The framework will rate universities’ teaching as “gold”, “silver” or “bronze”, based on metrics for student satisfaction, retention and graduate employment, and submissions made by institutions.

Some of the UK’s most prestigious universities are expected to be among those rated as bronze, an outcome that could limit their ability to raise tuition fees.

Times Higher Education, June 16th 2017

Brace for the TEF

The WONKHE blog has produced this summary:

The results of the Teaching Excellence Framework (Year 2), which had been due for release in late May, delayed until after the General Election and then again following the election results, will finally be published this Thursday. After all the waiting, we will finally get our hands on the judgements from one of the most significant, and most hotly contested, policy initiatives of recent years.

When the idea was first mooted in the last Conservative manifesto, written by a junior MP by the name of Jo Johnson, few in the higher education sector thought that a TEF would be seen through to implementation. Many expected Labour to lead the government following the 2015 election, or for the idea to be dropped in coalition negotiations that never took place.

At times, this scepticism from some sector leaders about the will to see a TEF through has bordered on denial – so many predictions were confidently made that it would never happen. And not only has TEF survived, it’s also managed to surmount the shifting political sands around it: Brexit, a new Prime Minister, parliamentary opposition, the passage of a Bill, and now another General Election. With Johnson returned, against the predictions of a ‘Jexit’, the future for TEF also now looks more assured.

Despite the political machinations, Jo Johnson’s original vision for the exercise has remained largely intact. Yes, there have been successive delays in tying the outcomes to fee increases, and there will now also be a review of the whole process in 2019 which was mandated by the final tweaks made to the Higher Education and Research Act.

Nonetheless, TEF will be a distinct evaluation of universities’ ‘performance’ for three main reasons:

  1. Unlike almost all higher education rankings and evaluation exercises, research performance will have no bearing on the outcomes.
  2. Unlike other evaluations, students’ entry grades will not be used as a judge of quality.
  3. Unlike other rankings and evaluations, TEF will provide a judgement of relative, rather than absolute, performance through its data benchmarking process.

There are many other features of TEF that make it distinctive from other rankings and evaluations, for example the ‘split’ metrics, which will evaluate the equitability of student outcomes compared to peers from different backgrounds. And crucially (if rather obviously), TEF is a government-backed and branded evaluation giving it extra media credibility. It’s quite possible that this credibility will have some bearing on prospective students’ decision-making.

The current acknowledged hierarchy of universities in the UK, as shaped by newspaper league tables, is primarily based on the linked factors of the age of foundation, research volume and quality, and students’ entry tariff. These are not indicators of teaching quality. For all its faults, TEF will come closer to representing the quality of teaching, learning and student experience at universities than other ranking exercises because it has not included both of these measures. But we should not forget that the definition of ‘teaching’ in TEF is quite a stretch: it is more student experience, or ‘education’ than ‘teaching’, or ‘learning’ for that matter.

Expectation management

Most universities’ will already know the outcome of the exercise based on the benchmarked data supplied to them in advance of making their submissions. Some are likely to be nudged up from Bronze to Silver, and Silver to Gold based on the provider submissions and the TEF panel’s largesse. From the data we know, it is expected that several prestigious universities will find themselves with Bronze ratings. On the flipside, some modern universities not used to topping traditional league tables are expected to perform very strongly and obtain Gold.

There is an outstanding question about the influence that providers’ written submissions will have on the final outcomes. The HEFCE guidance released late last year stated that the metrics would only create an “initial hypothesis” outcome. It also stated (in bold) that “the more clear-cut performance is against the core metrics, the less likely it is that the initial hypothesis will change” as a result of provider submissions.

Nonetheless, TEF chair Chris Husbands and DfE officials have been at pains to stress the importance of the provider submissions and their potential for influencing changing the initial hypotheses. We will only get a sense later this week of the true balance between quantitative and qualitative measures in final outcomes. If qualitative evaluations appear to carry more influence than initially expected in the HEFCE guidance, Husbands and his panel will have to be sure that they can defend their judgements in a relatively objective manner.

There are thus two ‘rings’ of expectation management which could shape the media narrative on outcomes. On the one hand, observers with some knowledge of the exercise and the expected metric outcomes could have expectations confounded if written submissions are particularly influential. On the other, the general public’s expectations of ‘good’ universities could be confounded if the final outcomes closely match the metrics.

Read more:

As a refresher ahead of the results later this week, Wonkhe’s Ant Bagshaw has produced a beginner’s guide to TEF.

Course Co-ordinator workshop, June 23rd

We will be running a Course Coordinator workshop on 23rd June between 9:30 -12:00 in Bedford.

By the end of the workshop participants will:

  • Explored notions of effective course co-ordination.
  • Considered the responsibilities of course co-ordination.
  • Explored leadership styles, effective management and how to influence others.

UoB staff can sign up using our online HR system.

If you know this course will be of interest to a colleague, please pass this on.

University staff conference 2017

We are now just three weeks away from our staff conference and fringe events; we hope to see many of you at the various sessions. Staff from the CLE will be presenting at both the main conference and the fringe.

You can find out more information from the links below:

In the meantime if you have any other question please email uobconference@beds.ac.uk.

 

Coming soon – PebblePad V.5

pebble5

In August 2016, we upgraded to V5 of PebblePad.  Since then, Version 5 has been running concurrently with the ‘Classic’ version, in order to minimise disruption to those staff and students already working within it.

However, the older version will shortly cease to be supported by PebblePad, and we will therefore be switching as an institution to Version 5. The switchover will take place on July 4th at 8:30 a.m.

It’s important to note that the main difference in the new version is its ‘look’, and improvements to functionality – existing assets etc. will remain in your personal spaces. We have been working on a range of supporting materials (for staff and students), and will provide various hands-on sessions: for novice PebblePad users; for those who are transferring to V5; and for those who are already using it and just want to know more – look out for opportunities to sign up for these.

On July 12th, a representative from PebblePad will be at the University and available for Q&A and practical sessions – please get in touch if you would like to know more about this.

ATLAS
Please note that ATLAS is not changing in the short term, and all assessment activity (such as setting up assignments and marking) will continue as before.

Inclusive learning and teaching – free online course

We would like to draw your attention to a free online course ‘Inclusive Learning and Teaching Environments’ beginning on June 5th that is very relevant to HEFCE’s requirement to move towards a more inclusive approach, as well as the cuts in Disabled Students Allowance.

Who is the course for?

This course has been created for teachers and educators interested in inclusive practices, learning technologists and education design professionals. It will also be relevant for marketing and communications professionals working in training situations and those with disabilities who want to understand problems in education and how to overcome them.

https://www.futurelearn.com/courses/inclusive-learning-teaching

4 ways to improve student retention

Colleagues may be interested in signing up for the following webinar, coming up soon:

4 ways to improve student retention – sign up here.

Making students feel included, engaged and listened to is a real challenge lecturers and teachers face and a hot topic in the education currently, which the April 2017 ‘What Works?’ HEA report highlighted.

We look at how technology can help create a sense of inclusion and belonging between students, but also make them feel they are being heard by their lecturers and teachers.

Join MeeToo’s Education Customer Success Manager, Amie, in this webinar to take a look at this report and discuss how Meetoo can help address some of the issues, covering the points below, and more:

  • Key takeaways from the latest ‘What Works?’ report
  • Supporting research carried out by Meetoo
  • How technology can help increase retention
  • Results seen from use of Meetoo within a leading UK university
  • Supporting success across an institution

Social media short course, June 5-16

This short course aims to introduce you to some of the main social media tools and how they’re being used in Higher Education.

Unlike most of our courses, this will not be a linear process – you can dip in and out and have a look at the tools that most interest you, over the course of two weeks.

We’ll include examples and some further reading so you can think of ways in which you can introduce these tools in your own practice to enhance student engagement and skills.

You can sign up here.

For more information, email pts@beds.ac.uk

University rises 15 places in Guardian league tables

The University of Bedfordshire has risen fifteen places to 98 in the Guardian league table, published today.

We saw gains in course satisfaction, student-staff ratio and graduate employability rates, and increased our rank on feedback satisfaction where we are now 26th in the country.

But our most significant progress was in the Guardian’s value-added measure, which captures the distance travelled by students between entry and graduation. Due in part to last year’s increase in good degrees, Bedfordshire moved forward very strongly on this measure – a real testament to how we are delivering on our mission to transform lives.

The incredible machine: what next for TEF? – conference June 8th

The Teaching Excellence Framework has proved to be the most controversial policy in UK higher education over the last two years. With the results of TEF2 eagerly anticipated, on 8th June in London, Wonkhe is hosting a one-day conference to explore all the important issues and to look ahead to the future of the exercise.

To find out more, and book a place, click here.

Open rehearsal and talk: Place, Identity and Belonging

Date: Thursday 11th May

Time: 4.30-6.30pm

Venue: Judith Blake Theatre, Luton Campus (Park Square)

Aimed at: staff, students, general public

Facilitators: Yasmin Sidhwa, Artistic Director of UK-based International Mandala Theatre, presents an open rehearsal showcasing her directorial work. Yasmin will be using provocative text to inspire debate around connection and disconnection to the communities we grow up in, wherever we are. Yasmin wants to engage everyone who lives, works and studies in Luton to join this discussion and reflect on their past and present.

TO BOOK YOUR PLACE: click on the Demo week link and look for the box “sign up now”

Workshop on Leadership and Creativity

We invite you to take part in a bespoke workshop, which encourages you to explore and use your leadership and creativity for higher student engagement. This is a unique opportunity to work with an external expert. 

Theme: ‘Stimulate student engagement and student voice through creativity and leadership’

Date: Thursday, 11th May

Time: 1-2pm

Venue: F304, Luton Campus (Park Square, next to the CLE office)

Aimed at: teaching and support staff, researchers, aspiring educator

Facilitators: Artistic Director Yasmin Sidhwa (Mandala Theatre), and Maria Kukhareva (Centre for Learning Excellence). 

TO BOOK YOUR PLACE: Please email maria.kukhareva@beds.ac.uk

Digital leadership in HE

New research highlights the growing importance of higher education staff being capable of delivering technology-enhanced learning experience for students.

A survey of 1,000 16-24 year olds, commissioned by Jisc, found that three quarters (75%) of higher education students surveyed believe that having staff with the appropriate digital skills is an important factor when choosing a university. 99% of students think that technology is becoming increasingly important in education, while 62% believe technology keeps them more engaged.

Using Blackboard Collaborate Ultra

Want to know more about webinars? Welcome to Blackboard’s next generation web conferencing. It’s designed to run right in the browser, making online collaboration easier than ever. Group work, meetings, lectures, and more… whatever your goal, Blackboard Collaborate with the Ultra Experience makes communication easy. Now, you can forget about the technology… and focus on each other.

This video presents an example of classroom collaboration using Blackboard Collaborate with the Ultra Experience. Including file sharing, group annotation of the shared file, hand raise, notifications, video, chat, polling and breakout groups.

Engaging Students for Effective Learning workshop, Bedford

We are running an ‘Engaging students for effective learning’workshop on 15th May between 10:00 – 13:00 in Luton and on 23rd May between 10:00 – 13:00 in Bedford.

This workshop will provide you with the opportunity to explore effective approaches to support student engagement in all types of learning, understand student engagement and motivation, explore strategies for engagement in scheduled, guided and independent learning and consider evidence-based approaches to address lack of engagement.

To sign up to either session please complete our online form  Registration for the Luton event closes at 5pm on 8th May. Registration for the Bedford event closes at 5pm on 16th May.

Risk Taking and Effective Teaching workshop, Bedford

We are running a ‘Risk Taking and Effective Teaching’ workshop on 16th May between 10:00 – 13:00 in Bedford.

In the workshop, you will explore how to be more creative in your teaching by becoming less risk-averse.

You will consider barriers to creative approaches to teaching and supporting learning, explore risk in the context of teaching/supporting learning and explore opportunities for you to be more creative in your practice.

Please sign up using our online form by 5pm on 9th May.

10 Days of Twitter returns!

Ever wondered if Twitter might be a useful tool for enhancing your teaching & learning, or developing your personal learning network? Not sure how to get started, or how it all works?

Ten Days of Twitter, or as it’s called in twitterspeak, #UoB10DoT will help you to learn to use Twitter from scratch, build up your network and join in the conversation in 10 days!

Twitter is in many ways very simple to use – it’s just a micro-blogging social media platform on which you can post 140 character ‘tweets’ which your followers can see, and you can follow other people to see what they’re sharing. Sounds easy, and in fact, setting up an account, following people and sending tweets is easy.

At first people are often very sceptical – what could you possibly say that was of any academic or professional value in 140 characters? And why would anyone care to know what you are saying? How could Twitter possibly enhance your work in any way, other than a fun way to distract yourself from real work? To find out, register to participate in Ten Days of Twitter running from Wednesday 10th May – Friday 19th May 2017.

Taking part and reaching certain milestones will also give you the chance to gain some badges, which can be displayed on your social media accounts, CV, email signature etc. as evidence of your achievements.

For more information, please contact averil.robertson@beds.ac.uk

Upcoming writing retreat, June 9th

Have you started work on your EPR portfolio (formerly known as the PTS portfolio) but not yet had a chance to complete it or would you like some guidance?

On Friday 9th June, we will be providing a one-day writing retreat in Putteridge Bury for staff and research students who need some time away to focus on their portfolio.

By the end of the day, it is anticipated that you will have a virtually complete EPR portfolio ready to tweak and submit for the deadline of 6th July. The review itself will be held on Thursday 20th July.

The retreat is open to those who have previously registered on to the PTS, those who wish to progress on to the next category of HEA Fellowship along with those who have started to gather evidence for their portfolio but not yet registered.

To sign up, complete our online form.

Registrations received after 5 pm on 1st June may not be processed.

Please note, we have updated our guidance so please visit our BREO site for further information on how your portfolio should be structured.

If you have any questions about this day, please do not hesitate to contact us by email at pts@beds.ac.uk.

Our new HEA Fellows

The percentage of staff who have HEA fellowship at the University of Bedfordshire is officially sector-leading.  The annual review of our HEA accredited programme, the Professional Teaching Scheme, reports that we have 85% of staff with HEA recognition, compared to 50% average for other Million+ universities and 29% sector average.

Since December 2016, the recognition for HEA Fellowship has been as follows. Our congratulations to all concerned.

Name Category of Fellowship
Lana Burroughs Fellow
Ashraf Mahmud Fellow
Yan Qinq Duan Senior Fellow
Amalia Garcia Fellow
Chihiro Inoue Fellow
Yelena Khegay Fellow
Andrew Malcolm Fellow
Mallika Devi Rasaratnam Fellow
Syamarlah Rasaratnam Senior Fellow
Emma Spikings Senior Fellow
Moira Walker Fellow
Jacqueline White Fellow
Michelle Sogga Fellow
Phil Miles Fellow
Tina Poyzer Fellow
Sathena Chan Fellow
Kathrine Laurier Associate Fellow
John Grisby Fellow
Jean Egbegi Associate Fellow
Kelly Clifford Fellow
Alia El-Banna Fellow
Nicolo Giudice Fellow
Katherine Hopkinson Fellow
Dhouha Kbaier Fellow
Suzanne Murphy Fellow
Claudia Sima Fellow
Rukeya Suleman Fellow
Muhammad Waqar Fellow
Adrian Warner Fellow
Ian Dove Fellow
Sisi Wang Associate Fellow
Mark Margaretten Fellow

“Don’t call us lazy!”Jisc’s learning analytics app

This year, Jisc will be releasing a learning analytics student app (part of their effective learning analytics project) so that students will be able to see how their learning activity compares with others and set targets to do better in their courses. This will not only benefit students, but staff members too, who will be able to view a dashboard showing the learner engagement and attainment of their students, allowing them to better target students who might be struggling with the course, and prevent drop-outs too. The app will also help staff members to better understand how to make learning more effective.

Badges awarded for #UoB10DoT

Our first badges have been awarded for staff doing our Ten Days of Twitter course! To gain their ‘Hatched’ badge, participants had to:

  • set up their own Twitter profile
  • send at least five tweets within four days of the UoB 10 Days of Twitter programme

Looking forward to giving out the Flying and Soaring badges!

 

What the TEF is going on in the Lords?

From today’s WONKHE blog:

Today the Higher Education and Research Bill enters the third day of its Report stage in the House of Lords, and it’s in very different shape to this time last week. Cross-party opposition peers, with a little help from a couple of Conservatives, have taken a legislative sledgehammer to some of Jo Johnson’s central policy initiatives, defeating the government on a number of key points, at least for now.

As we stand, against the government’s wishes, the amended version of the Bill now allows for the following:

  • Any government ‘rating’ of universities (i.e. TEF) may not be used to set variable rates of tuition fees or to restrict recruitment of students, including international students. Peers argued that the exercise was not yet ready to be tied to universities’ income.
  • Any such government rating may not be a “single composite ranking” of higher education providers, and instead “must evaluate and report on whether an institution meets expectations or fails to meet expectations on quality measures”. This was an explicit vote of dissatisfaction by peers against the TEF’s three-medal rating system, effectively giving OfS powers for a pass/fail threshold for institutions.
  • The methodology of teaching evaluation must be evaluated by the Office for National Statistics, and approved by a resolution of both Houses of Parliament. Peers argued that the TEF’s current methodology is not sufficiently robust and has not been sufficiently scrutinised.
  • A higher bar has been set for new providers to receive degree-awarding powers. A new clause requires either a track-record of four years operating under a validation agreements with an existing provider or satisfying the needs of the OfS’s Quality Assessment Committee. And, in addition to either of those, OfS must be satisfied that the provider operates “in the public interest and in the interest of students.” Peers argued that a four-year track record is essential to protect the quality and reputation of the sector. With the Quality Assessment Committee constituted of HE practitioners, this is a protectionist move designed to make it more difficult for new entrants to award degrees.
  • Students should be automatically placed on the electoral register, reversing the effects of Individual Electoral Registration introduced in 2014, which saw huge numbers of students drop off the register.
  • Appeals against a variation or revocation of a higher education providers’ authorisation by the OfS to grant degrees have been altered to replace a narrow list of options with, “the grounds that the decision was wrong”. This was a more technical point, aiming to increase providers’ scope for appeal if they find themselves in conflict with the OfS.

TEF, in particular, has taken a bit of a hammering. Peers have criticised, amongst other things, the use of a medal rating system, the metrics including NSS and DLHE, the lack of parliamentary oversight of the methodology, and the benchmarking which means only a relatively small portion of institutions would obtain Gold (not everyone can be above average).

None of the noble Lords expressed opposition to increasing tuition fees annually by inflation; their objection to this policy is that the link with TEF means not all universities would be entitled to such an increase. The government could still award universities (perhaps all of those that meet the baseline quality threshold) the increase through a statutory instrument, as it has done for 2017 entry. But it is by no means certain to do so in the future without the quid pro quo of the TEF, and so when the dust settles on the Bill, the fee rises could be shelved altogether. Whether the government has the stomach for the ensuing fight with the sector (which had been expecting and planning for the rises) remains to be seen.

Flashpoints

As the Report stage continues this week, the following proposed amendments could be flashpoints for debate and possible government defeat:

Amendment 145 which would prevent retrospective changes to the terms and conditions of student loans.

Amendment 146 prevents students in unincorporated higher education providers from fully accessing publicly funded student support.

Amendment 150 which will stipulate that students not “be treated for public policy purposes as a long-term migrant to the UK”. The amendment also aims to secure employment and immigration rights for foreign nationals working at higher education providers. Universities UK is briefing peers in support of this amendment.

Passing these amendments would be a big problem for the government, and it’s probably at this point that the Bill and associated debate moves firmly up No.10’s risk register. The peers’ revolt was not widely reported in the mainstream press last week, which was more preoccupied with covering the Budget, Brexit Bill, and grammar schools.

Amendment 150 on international students could reverse this. It’s a bit of a wildcard – not related to the Bill text itself, but an issue on which the Prime Minister does not have a clear majority in the Lords, nor possibly in the Commons, and not even around the Cabinet table. Theresa May is unlikely to want to suffer an embarrassing and very public defeat on the issue in Parliament and so may have to offer some sort of compromise to stop both Houses defeating her government. Despite trying to call a truce last week over the Bill, Universities UK is now lobbying furiously to ensure that 150 gets a hearing and the vote goes its way.

What’s next?

There appear to be three main ‘endgame’ scenarios that could now play out when it comes to the future of the Bill, and particularly TEF which has had some of the roughest treatment in the debate.

Remember, anything changed in the Bill by Lords needs to be sent back for MPs to vote on, before being sent back again to the Lords for approval or rejection. Colloquially, it’s known as ‘ping pong’, and it’s notorious for its ability to ramp up the political drama and the pressure on proposed legislation. Jo Johnson and his team will probably want to avoid having to go through the process if possible as it can be bruising, torturous and raises the prospect of further defeats.

Scenario 1: Compromise before ping pong. This is probably the most likely outcome and would see a quiet resolution to the political standoff. Under this scenario, the government would propose some further compromise amendments that opposition peers would accept, and the House of Lords would remove the latest changes from the text before sending the Bill back to the House of Commons. For example, a further delay in the link between TEF and fees – to 2020, well after the ‘lessons learned’ exercise – may be enough for peers to back down on that point. Other similar compromises could satisfy peers on some of the other issues up for debate.

Scenario 2: No compromise and the government gets its way. If Lords decide that they don’t want to/can’t sustain a fight with the Commons during ping pong, the Bill would probably lose the wrecking amendments and the trajectory of policy would largely proceed as expected before the peers’ intervention. Let’s remember that differentiated fees aren’t anticipated until 2019 entry that is after TEF3; the results from May’s TEF2 exercise entitle all participating institutions to the full uplift.

Scenario 3: No compromise and the Lords win at least on some issues. It’s an unlikely scenario, given it would require a rebellion of Conservative MPs to agree to the Lords’ amendments. However, the government only has a very small majority in the Commons so it wouldn’t take many MPs to rebel. Opposition peers may sense an opportunity to keep pushing the amendments that could be won – Amendment 150 on counting international students as migrants could be a contender if there is no prior compromise. But if the TEF-related amendments were to pass, it would bring a whole new level of complication and it’s hard to see what a completely revised TEF – perhaps no longer linked to fees and no longer ranked Gold, Silver and Bronze (and so lacking any monetary or reputational incentive), and overseen by Parliament – could look like.

UoB10DoT

UoB10DoT will take place from Monday 13 March – Friday 24 March 2017.

10 Days of Twitter will help you to learn to use Twitter from scratch, build up your network and join in the conversation in 10 days!

Taking part in #UoB10DoT allows you to gain Open Badges that will credit your achievements. You can find out more about Open Badges here. They can be displayed on a variety of social media including LinkedIn, and on your CV, email signature etc.

Retention & attainment short course

This course will run from March 13-24.

This short course will look at the issues around retention and attainment in Higher Education; who leaves, why they leave, and what we can do to support retention and progression.

We’ll look at the outcomes of recent projects and examine some of the literature, as well as examples of good practice.

If you are a permanent member of staff, sign up using iTrent:

If you are a VL or research student, sign up using Jotform 

CLE drop-in days

Each month the CLE are offering a drop-in day aimed at staff and research students wishing to learn more about the CLE and teaching and learning at the University. Our next session will be running on 22nd February between 10:00 – 16:00.

This drop-in day will have a learning technology theme and each session will link a learning tool to the Realistic Learning strand of the CRe8 Framework.

The day is split up into sessions lasting somewhere between 30 and 90mins. You are welcome to attend the full day or pick and choose which sessions suit you. Please see below for an outline of the sessions running;

  • 10:00 – 11:00 – Active – Make your lectures more interactive using their mobile devices and an app called MeeToo.
  • 11:00 – 12:30 – Reflective – Get your students reflecting using e-Portfolios.
  • 12:30 – 13:00 – Collaborate – Learn how to encourage collaboration with a quick and easy Padlet wall.
  • 14:00 – 15:00 – Co-Create – Have your students create and set each other questions and activities with PeerWise (particularly good for STEM subjects!).
  • 15:00 -16:00 – Challenging – Challenge your students inside and outside of the classroom with two interactive apps – Socrative and EdPuzzle.

Sign up and select your sessions using our online form. Registrations received after 5pm on 16th February may not be processed.

Upcoming webinars

You might be interested in taking part in these webinars.

17 February 2017, 12:30-14:00

Webinar 6: Enhancing access, retention, attainment and progression in higher education: A review of the literature showing demonstrable impact

See the description of this webinar below.  

Guest presenters from Plymouth University will present the findings of their recent literature review which presents a synthesis of literature (published since 2009) in each of the key student outcomes of access, retention, attainment, and progression.  The review locates and reviews a representative collection of empirical research that evidences demonstrable impact relating to each outcome, from which broad observations can be drawn about what works.

To book your place click here.

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Register for this webinar here: 

Student Interactive Response Systems – The benefits of going online

When? Thursday, 21st February 2017 at 11:00 (London time)

We hope you can join us for Meetoo’s next webinar with Senior Learning Technologist Mick Wood from University of Central Lancashire (UCLan). 

Mick will be sharing his experiences of moving from clickers to online voting systems; why and how did they make the change and what benefits have they seen. How Meetoo is now used by lecturers across UCLan and the reactions they’ve got from lecturers and students in enabling more accessible active learning practices and measurement of learning.

 

 

Merry Christmas!

The team at the Centre for Learning Excellence would like to wish all our followers a very Happy Christmas and New Year.

We look forward to seeing you at our workshops and other events.

CLE drop-in day December 7th

Our next drop-in day will take place on 7th December in Luton. The event comprises of seven hourly sessions so you can pick and choose which sessions you wish to attend.  Our next session will focus on technology.

Below is an outline of sessions;

  • Session 1 – 10am-11am – Introduction to the CLE and how we can support you.
  • Session 2 – 11am-12pm – Kelly Alexander (Social Work): PebblePad for social work portfolios
  • Session 3 – 12pm-1pm – Janine Bhandol (Library): Using Talis Aspire effectively
  • Session 4 – 1pm-2pm – Lunch and discussion (bring your own lunch!)
  • Session 5 – 2pm-3pm – Andrina Halder (Business School): Engaging students via WhatsApp
  • Session 6 – 3pm-4pm – Terry Lee (RadioLaB Co-ordinator): Using audio for assessment
  • Session 7 – 4pm-5pm – Round up, Q&A

To sign up for any of these sessions, please complete our online form by 5pm on 30th November.  If you register after this date, we cannot guarantee your place.

To find out more information about this, and other courses, please click here

Supporting Students with Mental Health Issues

The Supporting Students with Mental Health Issues course will be running as follows:

Tue 6th Dec –  Bedford – 10:00 – 12:00

Or:

Thu 8th Dec – Luton – 10:00 – 12:00

This course will enable you to explore and consider how you can best support students with mental health issues.

To sign up to attend this course please click here and complete the form.  The deadline for signing up is 17:00 on 29th Nov 2016.

We look forward to seeing you there.

To find out more information about this, and other courses, please click here.

CLE drop in day November 16th

Each month the CLE are offering a drop-in day aimed at staff and research students wishing to learn more about the CLE and teaching and learning at the University. Our next session is running on 16th November.

We have three sessions scheduled as outlined below. You are welcome to attend the full day or to pick and choose which sessions suit you.

  • 10:00 – 11:00 – What is teaching excellence?  Coffee, cake and conversation about the impending TEF.
  • 12:30 – 13:30 – Lunchbag reflections – bring your lunch and reflect informally on teaching/supporting learning in HE
  • 14:30 – 15:30 – Chill-out zone – strategies to help you relax – come in comfy clothes and bring a pillow/cushion

To sign up for any of these, please complete our online form by 5pm on 14th November.  If you register after this date, we cannot guarantee your place.

CRe8 Teaching and Learning webinars

Starting this month, the CLE will be delivering monthly webinars which seek to assist staff teaching and supporting learning in their engagement with the CRe8 framework.

Each month, the webinars will look at an individual area of CRe8.  Dr Lisa Hayes will begin the webinar series by discussing the first two areas of the Realistic strand of CRe8 – Meaningful (R1) and Active (R2) Learning (click on the links to book on).

Meaningful Learning (R1) – 28/11/16 (1-2pm) – Dr Lisa Hayes

This Webinar will:

Give an overview of Realistic Strand of CRe8 – theoretical underpinning/evidence.
Discuss Meaningful Learning – what does ‘meaningful mean’, why is it important, how can we make the learning experience ‘meaningful’ for our diverse students?
Consider practical examples from the sector.
Answer how Meaningful Learning relates to other elements in CRe8.
Answer your questions on Meaningful and Realistic learning.

Active Learning (R1) – 13/12/16 (2-3pm) – Dr Lisa Hayes

This Webinar will:

Discuss Active Learning – What is ‘active’ learning?  What is the evidence-base for incorporating active learning into the learning experience.  What sort of activities are ‘active’?
Consider practical examples from the sector.
Answer how Active Learning relates to other elements in CRe8.
Answer your questions on Active and Realistic learning.

12 Apps of Christmas!

Are you interested in exploring which free mobile apps could help you in your teaching or supporting your students?

Would you like to take part in a fun, free, practical online course this December?

Then the 12 Apps of Christmas could be for you.

Last year, over 1000 participants from around the world took part in a new open course hosted by Regent’s University London – the 12 Apps of Christmas.  In just a few minutes a day, they learned about and tried out a range of free mobile apps with potential classroom use, built a community of practice, and had fun doing so.

The course was a success, winning the Credo Digital Information Literacy Award and inspiring people to run versions at other institutions.

Now, the original is back – better than ever! From 1st to 16th December 2016.

The 12 Apps of Christmas 2016 will offer a completely new range of carefully selected apps, while keeping to the same simple, entertaining formula which made it so successful last year. Expect guest posts, engaging hands-on activities, and a chance to be part of a friendly, enquiring community of educators worldwide.

And for those of you who took part last year – yes, we’re afraid the Christmas cracker jokes will be back…

To enrol on the 12 Apps of Christmas 2016, go to:

http://tinyurl.com/12AoC16

Watch the video here:

http://helixmedia.regents.ac.uk/Play/3360

Twitter: @12AoC #12AoC

Short courses from the CLE

Social media short course – November 14-25

This short course aims to introduce you to some of the main social media tools and how they’re being used in Higher Education. Unlike most of our courses, this will not be a linear process – you can dip in and out and have a look at the tools that most interest you. We’ll include examples and some further reading so you can think of ways in which you can introduce these tools in your own practice to enhance student engagement and skills.

If you are a permanent member of staff, sign up using iTrent – https://ubedsli.webitrent.com/ubedsli_ess/ess/#/summary/careerdev/activity;s=social%20media;d=;ed=;a=T/0202143Ddb.

If you are a VL or research student, sign up using Jotform – https://form.jotformeu.com/62994180029360

Retention and attainment short course – December 5-16

This short course will look at the issues around retention and attainment in Higher Education; who leaves, why they leave, and what we can do to support retention and progression. We’ll look at the outcomes of recent projects and examine some of the literature, as well as examples of good practice.

If you are a permanent member of staff, sign up using iTrent – https://ubedsli.webitrent.com/ubedsli_ess/ess/#/summary/careerdev/activity;s=retention%20and%20attainment;d=;ed=;a=T/7030563E3m

If you are a VL or research student, sign up using Jotform – https://form.jotformeu.com/62994023351354