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A CEMP production! The Centre for Excellence in Media Practice (CEMP) twitter: @CEMPBU and my ‘home from home’ for technology enhanced learning pedagogic research hosted an event to support staff as they think forward about planning online teaching for the autumn.

Huge thanks committee organisers and session facilitators: exemplary Chair Dr Karen Fowler-Watt who prepped us all for our sessions, award winning journalist Miriam Phillips ; and Dr Salvatore Scifo who is liaising with our management teams to feed back the outcomes of the sessions.

Organised by Prof Julian McDougall and Associate Professor Anna Feigenbaum, co-directors of the Research Centre, 54 staff from across BU took part as we shared research and co-created ideas around 4 themes: large undergraduate lectures, smaller multiple seminar groups, lab productions and smaller groups of students  of post grad students.

Prof Julian McDougall started by setting out some key principles, before we were joined by John Potter, our visiting Fellow from UCL, who started with a great quote from his latest book:

Transitioning from offline to online teaching and learning has long been found by its earliest researchers and exponents to be complex, problematic and evolutionary, though it can be done by managing the unrealistic expectations that you will doing substantially the same thing with time, space ad material artefacts as you did in face-to-face teaching.

Williamson, Eynon and Potter (2020)

Key principles: the CEMP Research workshop June 2020

1 teach through the screen, not to the screen. Your teaching space is now a multiplicity of places. A different space, maybe a third space

2. More than a pivot. Mindset – forget we have a campus, think about how the campus limits what we do with our students. Shift to OPEN education?

3. Flip the default to asynchronous, real time as the supplement

4. Dynamic practices – the direction of flow is not about static content being delivered but about open, agentive and productive spaces for both learners and educators

5. Critical pedagogy of the inexpert, porous expertise – real co-creation, of learning design. We ‘own’ the curriculum but not the social practices of teaching and learning

@NicolePonsford  joined us, #edtech #TechforGood talking about how to influence and engage audiences, not just our internal student audiences, but far wider, through social media. Her work as co-founder of the Gender Equality Collective (GEC) is an inspiring example of collaborations.

Sharing practice respectfully via Zoom

The ‘Learning from Experience’ slot:

Dr Mark Readman talked about a decade of experience with running the Bournemouth EdD in Media Practice online.


Prof Debbie Holley talking about how theory underpinned the approach to scaling online learning in Nursing ‘’in a hurry’. Her talk, co-created with Learning Technologist John Moran ‘Using technology as a mediator:  The Vygotsky ‘Zone of Proximal Development’ (ZPD) revisited’ pulled together the resources from their combined work, now a best practice case study (please contact John or Debbie for a copy if external to BU)

A short break was followed by:

Best practice with designing for engaging and communicating with students using our tools in Brightspace  (BU LTs Tracey Webb and Dave Hunt) who talked through recent research on Zoom by students, and shared their experiences of discipline based practice

We all then went into breakout rooms to co-create a padlet around 4 scenarios, before re-convening and having a concluding discussion.

The internal BU documents will be shared through Sharepoint, and this includes worked examples of how to approach different kinds of learning scenarios; please contact individuals for further information on any of the presentations.

Great to work with such fabulous colleagues!

Useful resources:


Colleagues,

Led by Dr Geli Roushan, Dr Elvira Bolat and I contributed to creating this Epigeum online course – with the covid-19 situation, Epigeum are offering it open access.

https://www.epigeum.com/courses/teaching/blended-learning/

About Blended Learning 

Bridging the gap between strategy and delivery, this practical programme presents best practice in blended learning – building the skills that enable the successful integration of face-to-face and online teaching. The programme aims to empower lecturers to translate principles and aims into effective teaching and learning practices, which, in turn, will lead to corresponding improvements in student performance, engagement, satisfaction, and retention. The programme explores all aspects of the blended learning approach, from teaching strategies and course design to assessment and evaluation – clarifying the opportunities available, whilst also analysing the benefits and challenges of this format, and how to build a culture that sustains and embeds blended learning throughout an institution.

This programme is for:

Lecturers and faculty considering a blended learning approach in their teaching and those looking to improve their skills and understanding of combining face-to-face with online teaching and assessment.


The team at the University of Hull are firm supporters of the Association of Learning Developers (ALDinHE) and as a Steering Group Member it is great to give a shout out for their new work…

The Skills Team at the University of Hull has produced a new guide on ‘remote learning’. The Remote learning SkillsGuide is designed to help support students adapting to the new reality of studying wherever they maybe because of the global pandemic.

As this guide has been contextualised to Hull and our available technology, we have licenced this specific SkillsGuide with the CC-BY-NC-SA licence to allow other institutions to take what we have developed and adapt it to their context. The terms of the licence can be found here on the Creative Commons website. We hope this helps.

We struggled with the name for this guide but resisted reference to learning at home, off-campus or learning online. As many students are geographically ‘stuck’, we did not want a reference to ‘home’, especially as we are supporting students who are still on-campus. While the primary way we are communicating is online, we also did not want to suggest the whole paradigm of learning has shifted online also. Old techniques work fine for study too.

The guide can be accessed here: https://libguides.hull.ac.uk/remote


and this weeks finale – we launched our assessment and feedback toolkit at the ALDinHE conference 2019. Here is the link to the webpage and last years presentations Direct link to the Assessment and Feedback toolkit

Informed by the conclusion of Ball et al (2012 p8) that assessment practice in most universities has not kept pace with other far-reaching changes in HE and that “a radical rethink of assessment practices and regulations” and a “holistic and proactive approach” is required, the Centre for Excellence in Learning at BU (now FLIE) implemented an evidence-based vision involving radical change to institution-wide assessment policy. By using a collaborative and partnership approach the development of key resources in the form of an Assessment & Feedback Toolkit was made possible. The principles-based and evidence-based strategy focused on a rebalancing of summative and formative assessment tasks; a broader menu of assessment types; and the promotion of technology-enhanced learning strategies facilitated by a new VLE. The CEL team drew on leadership strategies set out in Quinney et al (2017) and invited large-scale engagement through Faculty Fiestas and external events (Quinney et al 2018) to critically inform the process.

Building on the success of the TEL Toolkit (Biggins et al 2017) an online Assessment & Feedback Toolkit was developed to support the changes. We will share critical reflections on our approach to enable others to undertake a similar institution-wide approach to bring about clear benefits for staff and students. The Toolkit includes resources for formative assessment activities; assessment literacy strategies and has help, guidance and suggestions for planning assessments.

The development team:
Professor Debbie Holley, (former head of CEL) Anne Quinney (assessment and Feedback Theme leader (pictured); Learning Technologist Vince Clark, sincere thanks to BU Visiting Professor Dai Hounsell for his advice and guidance.

Ideas for assessment and feedback


thanks to Anne Quinney,Assessment and Feedback Theme Leader,
FLIE , Bournemouth University for the original post

(1) The University of Leeds has published a compendium of assessment types which includes student perspectives.

https://teachingexcellence.leeds.ac.uk/wp-content/uploads/sites/89/2018/10/PUGHcompendiumcomplete.pdf

(2) JISC has recently published a report on the future of assessment – setting out five principles and 5 targets for 2025.

http://repository.jisc.ac.uk/7733/1/the-future-of-assessment-report.pdf

The 5 principles are:

• Authentic assessment
• Accessible assessment
• Appropriately automated assessment
• Continuous assessment and
• Secure assessment

(3) Leaflet on promoting assessment literacy – available on the Assessment and Feedback Toolkit website