Please complete our questionnaire! Do your children, or friends’ children have itchy eczema? We are trying to find out how we can use Virtual Reality to help get a child relaxed and able to sleep.
How can you help? We have ethics approval for our questionnaire, and want as many people as possible to share their ideas. On the questionnaire, you can offer to be a willing family happy to test out some ideas from home, using google cardboards we will supply,
Our Nursing students using VR.
About the Project
Bournemouth University would like to know what kind of VR game will help children with eczema relax and stop scratching.
Can I take part in the project?
If you are aged between 7 and 11 years old, and you have eczema, ask your grown up if you can take part in our research project.
What do I need to do?
If you want to take part, then you will need to complete an online questionnaire (your adult can help you read/type). Every child who completes a questionnaire will be entered into our prize draw with the chance to win a £50 Amazon voucher or one of five £10 Amazon vouchers (selected randomly by our computer). Each child can complete the questionnaire once (so if you have more than one eligible child then you can do more than one entry per household). The deadline is the TBC
When you fill in the questionnaire it will give you the chance to volunteer to take part in an optional zoom session with Dr Heidi Singleton/ Professor Debbie Holley. The zoom session will allow you to view the virtual reality game/scene and then you can let us know what you think about it. We will send you a googlecardboard headset in the post (which you can keep), you will be able to view the software via this headset. Every child who takes part in the zoom session will be sent a £20 Amazon voucher (to their adult’s email address).
Where can I find the online survey?
The questionnaire is now live, and we would love your replies by Wednesday 23rd June Link Here
This year’s programme focused on learning and teaching, and libraries with a day dedicated to each key theme:
Reframing the student experience
Tomorrow’s technology in today’s education
Culture and resilience
I was privileged to be on the Conference Steering Group, helping the great @Jisc team to frame the conversations as this amazing event unfolded. With Dr Sara Jones (deputy dean in the faculty of computing, engineering and media, De Montford University) and Cameron Mirza we worked with Jess Moore the senior editorial officer to record two pre-conference ‘thought pieces’ considering education of the future. We then co-authored a series of blog posts to share the learning from the discussions with the AdvanceHE National Teaching Fellows (NTFs).
In December we considered what has the pandemic taught universities about leadership and discussed the evolving role of digital technologies, the changing needs of students, and the future role of higher education. Despite the challenges of the sector pivoting to online at such short notice, we all agreed that continuing to move ahead with the digital agenda for HE was critical, but more needed to be done re equity, mental health and curriculum (re) design allied with excellent learning design.
February 2021 saw us reconvene to consider digital leadership and our aspirations for the sector. As the ONS reported that month, 37% of students were nor satisfied with their studies, and 63% reported wellbeing concerns, our panel concluded that, as educators we should Never Assume: Internet access, student access to devices of their own, access to their own study space in family homes.
We also concluded that Universities were already starting to business reengineer their processes, and this work should continue through to considering the ‘student experience of the future’; our panel saw these changes as essential in an area of very rapid HE policy change.
Our third conclusion was, as the sector faces a series of challenges, and we need to co-operate for successful scaling up and moving forward. Technology and the confidence about when to use (and when to step away from use) is crucial for shaping the future of education.
Moderated by Jisc managing director of higher education, Jonathan Baldwin, I joined a panel discussing ‘Shaping tomorrow together – the future of education and learning’.
Alex Butler, the chief digital and information officer, Bath University;
Aftab Hussein, the ILT manager from Bolton college, whos amazing work on ffv ; and
Steven Hope, head of independent learning, Leeds City College we explored the biggest challenges and hurdles for 2021,
Debbie Holley, Professor of Learning Innovation, Bournemouth University
In our discussions, we explored what the global pandemic has taught us about current and future student generations; understanding what will prove to be the lasting benefits of the new learning model(s) that the sector has quickly adopted; and finally the biggest challenges and hurdles in 2021?
Out of four days of fabulous sessions, panels and keynotes it is impossible to even start to highlight the range and depth of work covered, but for me, a key highlight was Prof Steven Heppell in conversation. Amongst all the doom mongering and talk in the UK press about school age, Steve sees this generation of learners, given some curricula freedom, as exceptional. This work is currently underway in Australia. Find our more at http://heppell.net/
Based on our research we make the following recommendations for universities, sector agencies and government:
Universities to use their strategic and structural planning processes to effect the digital transformation of learning and teaching, ensuring that sponsorship is provided by governing bodies and executive teams
Universities to review their strategic investment in digital learning and teaching
Universities to make investment plans to mitigate the heightened cyber security risks that arise from greater dependence on digital technologies
Universities to think radically about the scale and scope of their learning and teaching activities, prioritising blended learning approaches wherever possible
Universities to accelerate the adoption of blended learning, with close involvement of students in all aspects from design to delivery
Universities to ensure inclusivity and accessibility are integral considerations in curriculum redesign
Universities to ensure their professional development plans include digital training, peer support mechanisms and reward and recognition incentives to encourage upskilling
Universities and sector organisations to establish research to remain in step with the changing digital preferences and expectations of prospective higher education students
Universities, government and funders to provide additional funding or means to reduce digital poverty as a barrier to students accessing higher education
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.
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.
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.
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.