This document discusses academic development in the UK higher education landscape. It provides an overview of academic development, including the roles of academic developers and various professional organizations. It also describes the author's work as an academic developer, including running a Postgraduate Certificate in Academic Practice (PGCAP) and various projects to support teaching and learning. Research activities of the author are also listed, including publications and conference presentations focused on academic development topics.
Division Meeting - Feb. 25, 2022
University of South Carolina Division of Student Affairs and Academic Support
presenters:
Megan Colascione, Student Life, Staff Senate
Pam Bowers, Planning, Assessment and Innovation
Jennifer Keup, National Resource Center for The First-Year Experience and Students in Transition
"Enrollment Management," presented by Dennis Pruitt at the College Business Management Institute, 2016
-----
Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs.
The document outlines Dominican University of California's strategic plan for 2011-2015. The plan aims to transform the university through initiatives focused on capacity building, accountability, agility, and innovation. Key goals include strengthening academic programs, expanding enrollment in targeted areas, improving student outcomes, and ensuring financial sustainability to allow the university to adapt to future challenges. The strategic plan was developed through extensive consultation and identifies specific initiatives, metrics, and responsibilities to guide the university's development over the five-year period.
Presentation by Andrea Nolan from University of Glasgow given at the "Equality and Diversity: promoting good practice in library work" course on the 17th November 2009.
The response of HE institutions to the ongoing process of globalisation and internationalisation.
The document discusses issues related to improving the student experience in higher education. It notes that as students are asked to contribute more financially to their education, universities need to be more responsive to student choices and continuously improve course design, content, and quality of academic experience. It also discusses trends in higher education including massification, widening participation, changing study patterns, and entry qualifications. The author expresses concerns that without proper support and coordination of academic, welfare and support activities, the student experience could suffer as higher education faces challenges related to increased fees, expectations, funding cuts, and other issues.
Dr. Dean West has extensive experience in education, including teaching at both the university and college levels. He has a PhD in Education from the University of Warwick and is passionate about ensuring accessibility to education. His career has involved roles in leadership, management, teaching, research, and student support. He is currently a tutor and module leader at the University of Warwick as well as a liaison and outreach manager at King Edward VI College.
Implementing education responses to coronavirus (COVID-19)EduSkills OECD
The coronavirus crisis has seen education systems around the world having to quickly react to the unprecedented situation. We present a toolkit to help countries continue in their efforts to design and implement education system responses during COVID-19. The toolkit can be used by individual policy makers or teams at the local, regional or national level to shape the implementation of their education response strategies.
Session 1 defining teaching quality in a changing learning landscape march_2013Rajesh Dhimar
This document summarizes research on quality teaching in higher education from an international perspective. It discusses challenges in preparing lecturers for their roles and developing teaching quality. Key points addressed include the professionalization of academics as teachers, drivers for quality teaching in Europe, indicators of quality in the UK like the National Student Survey, and the impact of teaching development programs. Recommendations include prioritizing tools to assess program impact and establishing a focus on further improving evidence and policy regarding quality higher education.
1. National context –are we making our mark?
• The UK National Strategy and Target for Outward Student Mobility
•International context: mobility rates by country
2. Research:
• A picture of participation (who, what, where?)
• Widening participation in outward mobility (findings and current practice)
• The value of outward student mobility: UUKi’sGone International cohort studies
3. The Go International: Stand Out campaign
• activities and how to get involved
The Graduate Certificate in Higher Education (GCHE) is a 4-unit graduate certificate offered part-time over 4 semesters. It provides training in the 3 primary roles of academics: teaching, research, and service. The GCHE is designed for those working in higher education to help them better understand their roles and develop skills in areas like teaching, learning assessment, research, and more. It aims to help academics achieve excellence in their work and earn an internationally recognized credential. The GCHE is organized at Monash University Sunway Campus and covers topics relevant to the higher education context in Southeast Asia through various course units and activities.
The document provides information about Aventis School of Management, including that it is one of five business schools in Singapore affiliated with the European Foundation for Management Development (EFMD). It also describes the Aventis Certified Professional Trainer program, which is an 18-hour skills training program that certifies participants to become professional trainers.
Rowan University is expanding its enrollment to 25,000 students by 2024 through new housing, satellite campuses, and academic programs. However, to support this growth and remain competitive, the document argues Rowan needs to refocus on being student-centered, increase student engagement, and improve transparency. The author proposes specific initiatives to achieve these goals, such as emphasizing student services, extracurricular learning, and accountability. Implementing a holistic approach that integrates academics and well-rounded development could energize Rowan's culture and better prepare graduates for careers.
SEM 2011 Expanding ACCESS to International StudentsCISA-GMU
The document discusses George Mason University's ACCESS program, which was created to expand access to international students. [1] The program provides provisional admission to international freshmen who meet academic qualifications but have lower English proficiency. [2] It offers these students a comprehensive first-year experience including enhanced English courses, advising, and extracurricular support. [3] An evaluation found the program exceeded its first-year retention target and received positive feedback, though it requires ongoing adjustments to balance resources and fully develop the enrollment model.
The document outlines Syracuse University's academic strategic plan to help achieve its vision of being a pre-eminent student-focused research university. The plan focuses on six themes: 1) enhancing the student experience, 2) promoting discovery through research and creativity, 3) internationalizing the university, 4) nurturing an entrepreneurial culture, 5) distinguishing SU as a leader for veterans, and 6) achieving excellence across the university. The plan provides goals and recommendations within each theme to guide SU's trajectory to excellence.
The document provides information about studying at the Bader International Study Centre located at Herstmonceux Castle in England. It outlines the first-year program for both arts and science students, as well as upper-year and summer program opportunities. Students can choose to study for a semester, full academic year, or summer term. The program is designed to enhance students' global competencies through experiential learning opportunities like field studies, cultural trips, and networking. Small class sizes allow for close interaction with faculty.
Balancing Access and Completion: Partnerships and Pathways - AACC 2016 Commis...Naviance
This document summarizes challenges facing students in accessing and completing postsecondary education. It discusses gaps that many students face, such as aspirations gaps where they want to attend college but don't apply, readiness gaps where they graduate high school but aren't prepared for college-level work, and match gaps where students struggle to find postsecondary options suited to their needs. The document then outlines Hobsons' approach to helping students through college and career exploration, academic planning, matching to suitable institutions, and advising to promote student success. It provides examples of successful partnerships between Hobsons, K-12 schools, and colleges to help more students prepare for and complete postsecondary programs.
In this session, we’ll delve into the ways that institutions have been engaging faculty, creating courses and pathways, and working to build sustained infrastructure for civic learning and community engagement.
Collaborating in the development of learning literaciesSEDA
The document discusses collaborating across professional groups to integrate learning literacies for staff, students, and policies. It begins with learning outcomes and introduces three case studies on staff development at City University, student development through the University of Manchester's "My Learning Essentials" program, and policy development at Queen Mary University of London. Participants then engage in a world cafe discussion on the topics before reflecting. The goal is for developers across fields to work together to facilitate integrated development of various literacies and embed them within curricula. Challenges include differing perceptions of literacies and ensuring approaches are sustainable and reach all students.
Introduction to the Higher Education AcademyJISC infoNet
The Higher Education Academy (HEA) is the national body that works to improve learning and teaching in UK higher education. It recognizes and rewards excellent teaching, funds research on teaching innovations, and helps institutions address challenges like student satisfaction, employability, and internationalization. The HEA supports individuals throughout their careers, provides resources and events, and works with institutions through partnership managers and subject experts to encourage teaching excellence and facilitate change.
The document outlines Concordia College's marketing framework to guide strategic enrollment planning and student recruitment. It identifies several guiding principles focused on student success, including making students the priority, improving the learning experience, allocating resources to support goals, and ensuring quality advisement and assessment. The framework also emphasizes student retention, connectedness to faculty/staff, celebrating student diversity and success, and using technology to connect the community. It identifies goals in areas like recruitment, programs/services, infrastructure, diversity, partnerships, image/reputation, and accountability. Strategies are provided under each goal to help achieve enrollment targets and student outcomes.
This document summarizes a presentation given by Dr. Tristian Stobie on Cambridge International's vision of education for the future and its role in supporting schools. The presentation covered the challenges facing education, characteristics of excellent schools, Cambridge's strategy to support schools through curriculum and assessment developments, and questions for discussion.
Everywhere in Education we see curriculum change and renewal, change responding to external policy, responding to our desire to refresh our Education programmes and sometimes responding to internal institutional requirements but as academics working in Education departments we always seek to develop our curricula by being informed by what we know about effective learning
Presentation given by Andy Hudson at the HEA 'Curriculum Challenge: Being a Curriculum Thinker' on 7 April.
This document outlines 9 principles for guiding teaching and learning at the University of Melbourne. Principle 2 discusses the importance of an intensive research and knowledge transfer culture permeating all teaching and learning activities. It states that research lays the foundation for knowledge transfer, and knowledge transfer helps students understand the context and significance of research. When research, teaching, and knowledge transfer activities are integrated, it provides students exposure to the interdependence of these areas and allows them to experience the dynamic nature of knowledge creation.
This document outlines 9 principles for guiding teaching and learning at the University of Melbourne. Principle 2 discusses the importance of an intensive research and knowledge transfer culture permeating all teaching and learning activities. It states that research lays the foundations for knowledge transfer, and knowledge transfer helps students understand the context and significance of research. When research, teaching, and knowledge transfer activities are integrated, it provides students exposure to how knowledge is created and applied in real-world contexts. The principle emphasizes maintaining strong disciplinary focus while embracing opportunities for interdisciplinary learning and knowledge transfer.
This document outlines nine principles that guide teaching and learning at the University of Melbourne:
1. An atmosphere of intellectual excitement
2. An intensive research and knowledge transfer culture permeating teaching and learning
3. A vibrant social context
4. An international and diverse learning environment
5. Support for individual development
6. Clear academic expectations and standards
7. Learning cycles of experimentation, feedback, and assessment
8. High-quality learning spaces, resources, and technologies
9. An adaptive curriculum
These principles aim to create a first-class learning environment and prepare graduates with distinctive attributes. The document discusses responsibilities of the university, faculties, staff, and students to maintain high standards in teaching
This document outlines plans for a new educational project called Concordia Colleges. It discusses the vision to provide a nurturing environment that transforms students into confident leaders. The mission is to offer world-class, innovative education at an affordable cost using new technologies like tablets. It also discusses marketing strategies around the 4 P's of product, price, place, and promotion. Specific strategies are proposed to enhance enrollment at the Gulberg campus including expanding fields of study, using social media, and ensuring educational excellence.
The document discusses the tension modern universities face in balancing student consumer demands with their commitment to intellectual transformation. It explores how the view of higher education as a private investment focusing on employability clashes with ideas of universities providing public good. While metrics like the National Student Survey emphasize student satisfaction, universities aim to cultivate critical thinking through challenges. The document advocates for pedagogical reforms, use of technology, and leadership emphasizing shared strategic purpose to bridge these perspectives.
Launched in 2005, Liberal Education and America’s Promise (LEAP) is a national initiative that champions the importance of a twenty-first-century liberal education—for individual students and for a nation dependent on economic creativity and democratic vitality.
The document outlines five strategic themes for Butte College's strategic plan: 1) Inspiring passion through collaboration, 2) Focusing on student success, 3) Valuing a culture of learning, 4) Enhancing an innovative, flexible, responsive and accountable culture, and 5) Modeling sustainability. Each theme is described in one to three paragraphs outlining characteristics and initiatives related to that theme to guide the college's strategic direction.
SampleInstitutional Planning and AccoutabilityTodd Long
This document provides an overview of John Q. Public University's institutional planning and accountability efforts. It identifies key priorities such as student success, teaching and learning excellence, and institutional effectiveness. The university is committed to data-driven decision making, continuous improvement, and building a diverse and engaged community. It offers bachelor's degrees across 25 majors and is well-known for its graduate programs. The strategic plan focuses on areas like recruitment and retention, safety, visibility, and developing a vibrant student life.
This presentation introduces student affairs professionals to the philosophical principles guiding their work. It will discuss selected functional areas of student affairs as determined by participant input. Time will also be spent discussing emerging topics important to student affairs, such as upcoming Supreme Court decisions, the Violence Against Women Act, uses of "Big Data," and adapting to increased focus on student satisfaction and outcomes. The presentation aims to provide an understanding of student affairs roles and services as well as expose participants to current issues in the field.
Developing a technology enhanced learning strategySarah Knight
This presentation was presented jointly with Sarah Davies at University of East London on the 15th January 2014 as part of the Changing Learning Landscapes programme of support.
Creating the 21st century Unbounded UniversityMainstay
In collaboration with Cisco, Mainstay conducted a study of the Higher Education system, revealing common speed bumps in Higher Education, and crafting a guide to the evolution of the 21st century higher education system.
White Paper Creating the 21st Century Campus Innovation in Higher Education T...Terry Vahey
This white paper discusses how higher education institutions can transition to more collaborative models of teaching, learning, research, and administration through the use of new technologies. It identifies common challenges to change in higher education, such as institutional inertia and a lack of technology standardization. The paper then outlines how leading universities are transforming academics through flipped and virtual classrooms, improving research collaboration, using technology to build community for students, and fostering better connections through administrative tools. Case studies of three universities already piloting and deploying these collaborative solutions are also presented. The goal is to help higher education evolve to meet new demands while preserving its strengths through innovative uses of collaboration technologies.
Similar to Can one chameleon make a difference? (20)
This document summarizes a playful learning activity organized by Dr. Chrissi Nerantzi for academic developers. Participants were paired up and given £3 each to purchase two items within one hour that could help address a teaching challenge. They documented their thought process through photos and videos. Afterwards, they demonstrated and evaluated their ideas. The goal was to foster creativity in solving problems of practice in a fun, collaborative manner that moved beyond traditional conversation. Playful learning techniques like this can help academics explore new approaches within their disciplines.
Introducing Openness through the national professional development initiative...Chrissi Nerantzi
This document summarizes a UNESCO project in Uzbekistan that aims to improve professional development for foreign language teachers through open education. The project involves reviewing an existing online course, planning collaboration with other institutions, and creating an open textbook. It proposes adopting open pedagogies like collaborative learning, reflection, and virtual exchange. The project team faces challenges like different time zones but builds on diversity. Overall, the project aims to certify teachers through open, collaborative learning opportunities that develop global competence.
What fuels pedagogic innovation? 22nd of May 2018 University of LeedsChrissi Nerantzi
This document summarizes a presentation on pedagogic innovation in higher education given at the 12th Research Students' Education Conference at the University of Leeds on May 22, 2018. The presentation discusses what fuels pedagogic innovation, defines a pedagogic innovator, reviews factors that help or hinder innovation, and proposes ways that institutions can foster innovation, such as supporting communities of practice, creating protected spaces for experimentation ("greenhousing"), and investing in innovative educators.
Towards free range professional development of HE teachersChrissi Nerantzi
The document summarizes a presentation about designing alternative models for professional development of higher education teachers based on an open community approach. It discusses findings from a phenomenographic study that examined the collaborative open learning experience of participants in two open cross-institutional courses. The study identified categories of description related to how participants experienced the courses, collaboration, and boundary crossing. It proposes a cross-boundary collaborative open learning framework informed by literature that could guide innovative teaching and learning by harnessing technology and openness while building communities across institutions.
The university as a playground... invited LSE workshop 18 January 2018Chrissi Nerantzi
The document discusses the role of playfulness and creativity in higher education learning and teaching. It provides examples of how introducing playful elements can help students to experiment with ideas, take risks, and reimagine the world. The workshop then explores opportunities to inject more playfulness into teaching practices through discussion and creative activities.
This document provides an overview of a PhD student's research journey from 2013 to 2016. It summarizes their research exploring collaborative open learning in cross-institutional professional development courses for higher education teaching staff in the UK. The research included a phenomenographic study with interviews of 22 participants in two open online courses to understand experiences of collaborative open learning. The findings led to the development of an outcome space and proposed collaborative open learning framework. The document also outlines limitations, contributions to knowledge, and key events over the course of the research project.
This document discusses developing a flexible collaborative learning framework for open cross-institutional academic development courses at the postgraduate level. It outlines the author's revised research questions which aim to explore open collaborative learning and develop a collaborative design framework for open online cross-institutional courses. The document also summarizes the author's research design involving two case studies and data collection methods.
An open course developed by Chrissi Nerantzi and Lars Uhlin used problem-based learning and provided flexibility through distance and online learning. The course allowed multiple learning modes, including working independently or in groups. Over time, discussions emerged around incorporating group work and problem-based learning into MOOCs to enhance collaboration and connected learning. Various models were tried, such as rolling groups, learning hubs, discussion pyramids, and facilitated connected learning MOOCs. Platforms and apps also launched to support grouping in open online courses.
Doctoral studies Year 1 the journey @chrissinerantziChrissi Nerantzi
Chrissi Nerantzi presented on developing a flexible collaborative learning framework for open cross-institutional Academic Development courses at postgraduate level. The framework involved open PBL groups across multiple institutions. The course faced challenges with participant engagement and confusion, but facilitators and participants reported learning and value from connecting with others. Organizers will consider changes for future iterations like clearer grouping, earlier social connections, and limiting external speakers.
The Role of a Learning Technologist in Transforming Digital Learning Practice...Chrissi Nerantzi
18 January 2018, London, invited contribution to the Inside Government event Embracing Technology Enhance Learning in Higher Education
https://chrissinerantzi.wordpress.com/2018/01/20/inside-government-event-18-1-18/
Dr. Chrissi Nerantzi discusses the educational benefits of using board games in higher education. She notes that board games can encourage group work, discussion, and help set the stage for cooperation. During the seminar, participants engaged with various board games, discussed adapting existing games for educational purposes, and brainstormed ways to create their own games. The goal was to demonstrate how playfulness and games can enhance learning.
Better together? workshop with Dr Stephen Powell #TELfest at Manchester MetChrissi Nerantzi
This document advertises an upcoming development opportunity on collaborative online learning hosted by Chrissi Nerantzi and Dr. Stephen Powell at TELfest on September 13, 2017. It will involve sharing experiences of online and collaborative learning, an overview of frameworks that support collaborative learning with technology, and a discussion of the attendees' contexts and practices. The document also advertises an open online course on flexible, open, and social learning starting on October 2nd that will allow participants to experience online learning as learners and work towards academic credits or use it for informal professional development.
Co-imagineering the future university APT17 4 July 2017Chrissi Nerantzi
This document summarizes a workshop on co-imagining the future university held at Greenwich University. The workshop was divided into starter, main course, and dessert sections. In the starter, participants co-imagined future universities in small groups by developing brands, logos, and models. The main course presented findings from a study on open educational practices and boundary crossing. It discussed opportunities and challenges of boundary crossing. The dessert had participants revisit their models and connect ideas to their practice. The workshop concluded by discussing a potential new model for academic development and higher education based on cross-boundary communities.
Opening-up the HE box through cross-boundary collaborative open learning in c...Chrissi Nerantzi
This document discusses opening up higher education through cross-boundary collaborative open learning. It presents a phenomenographic study of two open online courses involving academics from different institutions. Interviews and surveys examined how participants experienced these cross-institutional courses and which characteristics most influenced their experiences. The study developed a framework for open learning consisting of learner engagement patterns, needs, and design considerations. The framework aims to support new approaches to academic development and continuing professional development that are cross-institutional, collaborative, and open.
A ticket for a cross-boundary higher education system. Just a dream? PhD studyChrissi Nerantzi
This document describes a study that used a collective case study approach and phenomenography to examine learners' experiences in two open cross-institutional academic development courses designed for collaborative learning. The study aimed to understand learners' experiences, which course characteristics most influenced learners, and develop a collaborative open learning framework. Data collection methods included surveys and interviews. Preliminary findings identified categories of description around course experience, boundary crossing, and collaboration. The outcome space addressed the research questions and informed a proposed collaborative open learning framework for cross-institutional academic development.
This document provides information about the #creativeHE open online course that took place from January 16-20, 2017. It introduces the course facilitators and outlines the daily plan and topics to be covered over the 5 days. The goals of the course are also stated as reflecting on creative teaching and evaluating innovations in one's own practice. Participants are encouraged to share their stories, creations and reflections. Information is also provided about badges and writing for a magazine. The course organizers thank the facilitators and participants.
#DAPP162 Session 3: Designing for learning & learning theoriesChrissi Nerantzi
This document discusses various learning theories and their application to teaching practice. It begins by outlining three main theories of teaching in higher education: teaching as telling, teaching as organizing student activity, and teaching as making learning possible through cooperative and self-directed learning. Groups then studied theories of behaviorism, cognitivism, socio-constructivism, connectionism, and connectivism and created posters to highlight the key aspects of each. The document emphasizes applying theory to practice and constructing teaching methods, learning activities, and assessments to align with intended learning outcomes.
The developer's real new clothes by Chrissi Nerantzi, for 21st annual SEDA Co...Chrissi Nerantzi
This document outlines Chrissi Nerantzi's PhD research exploring cross-boundary learning in open online courses. The research involved two case studies of open cross-institutional courses for academic development. Data was collected through surveys and interviews with participants and analyzed using phenomenography to identify categories of description. The findings were used to develop a proposed cross-boundary collaborative open learning framework for cross-institutional academic development. The framework is intended to inform the design of open courses and engagement patterns to support learning with others across institutional boundaries.
The membership Module in the Odoo 17 ERPCeline George
Some business organizations give membership to their customers to ensure the long term relationship with those customers. If the customer is a member of the business then they get special offers and other benefits. The membership module in odoo 17 is helpful to manage everything related to the membership of multiple customers.
Ardra Nakshatra (आर्द्रा): Understanding its Effects and RemediesAstro Pathshala
Ardra Nakshatra, the sixth Nakshatra in Vedic astrology, spans from 6°40' to 20° in the Gemini zodiac sign. Governed by Rahu, the north lunar node, Ardra translates to "the moist one" or "the star of sorrow." Symbolized by a teardrop, it represents the transformational power of storms, bringing both destruction and renewal.
About Astro Pathshala
Astro Pathshala is a renowned astrology institute offering comprehensive astrology courses and personalized astrological consultations for over 20 years. Founded by Gurudev Sunil Vashist ji, Astro Pathshala has been a beacon of knowledge and guidance in the field of Vedic astrology. With a team of experienced astrologers, the institute provides in-depth courses that cover various aspects of astrology, including Nakshatras, planetary influences, and remedies. Whether you are a beginner seeking to learn astrology or someone looking for expert astrological advice, Astro Pathshala is dedicated to helping you navigate life's challenges and unlock your full potential through the ancient wisdom of Vedic astrology.
For more information about their courses and consultations, visit Astro Pathshala.
Beyond the Advance Presentation for By the Book 9John Rodzvilla
In June 2020, L.L. McKinney, a Black author of young adult novels, began the #publishingpaidme hashtag to create a discussion on how the publishing industry treats Black authors: “what they’re paid. What the marketing is. How the books are treated. How one Black book not reaching its parameters casts a shadow on all Black books and all Black authors, and that’s not the same for our white counterparts.” (Grady 2020) McKinney’s call resulted in an online discussion across 65,000 tweets between authors of all races and the creation of a Google spreadsheet that collected information on over 2,000 titles.
While the conversation was originally meant to discuss the ethical value of book publishing, it became an economic assessment by authors of how publishers treated authors of color and women authors without a full analysis of the data collected. This paper would present the data collected from relevant tweets and the Google database to show not only the range of advances among participating authors split out by their race, gender, sexual orientation and the genre of their work, but also the publishers’ treatment of their titles in terms of deal announcements and pre-pub attention in industry publications. The paper is based on a multi-year project of cleaning and evaluating the collected data to assess what it reveals about the habits and strategies of American publishers in acquiring and promoting titles from a diverse group of authors across the literary, non-fiction, children’s, mystery, romance, and SFF genres.
How to Configure Time Off Types in Odoo 17Celine George
Now we can take look into how to configure time off types in odoo 17 through this slide. Time-off types are used to grant or request different types of leave. Only then the authorities will have a clear view or a clear understanding of what kind of leave the employee is taking.
How to Add Colour Kanban Records in Odoo 17 NotebookCeline George
In Odoo 17, you can enhance the visual appearance of your Kanban view by adding color-coded records using the Notebook feature. This allows you to categorize and distinguish between different types of records based on specific criteria. By adding colors, you can quickly identify and prioritize tasks or items, improving organization and efficiency within your workflow.
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Principles of Roods Approach!!!!!!!.pptxibtesaam huma
Principles of Rood’s Approach
Treatment technique used in physiotherapy for neurological patients which aids them to recover and improve quality of life
Facilitatory techniques
Inhibitory techniques
(T.L.E.) Agriculture: Essentials of GardeningMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏.𝟎)-𝐅𝐢𝐧𝐚𝐥𝐬
Lesson Outcome:
-Students will understand the basics of gardening, including the importance of soil, water, and sunlight for plant growth. They will learn to identify and use essential gardening tools, plant seeds, and seedlings properly, and manage common garden pests using eco-friendly methods.
No, it's not a robot: prompt writing for investigative journalismPaul Bradshaw
How to use generative AI tools like ChatGPT and Gemini to generate story ideas for investigations, identify potential sources, and help with coding and writing.
A talk from the Centre for Investigative Journalism Summer School, July 2024
"DANH SÁCH THÍ SINH XÉT TUYỂN SỚM ĐỦ ĐIỀU KIỆN TRÚNG TUYỂN ĐẠI HỌC CHÍNH QUY ...
Can one chameleon make a difference?
1. Can one chameleon make a difference?
personal perspectives, opportunities and
dilemmas of an academic developer
Chrissi Nerantzi, Academic Developer @chrissinerantzi
27 May 2013 Centre for Medical Education, Karolinska Institutet, Sweden
2. my brief
• Overview of educational- and
academic development
(accreditation, programs etc.)
and the new eLearning
landscape in the UK context
• Your way of working as
academic developer at Salford
and your experiences
• Experiences from FDOL131
• Discuss perspectives on the
changing learning landscape
and the role of academic
developers and the challenges
we are facing and the
opportunities we have in
flexible, distance, open and
online learning.
what we are
going to do
• Getting to know each other
• the UK HE landscape through
my eyes + what about
Sweden?
• Academic Development in
the UK, my perspective + and
in Sweden?
• My way + your way – our
way ;)
• Open, is this a new thing?
5. White Paper Students at the Heart of the System
“Our university sector has a proud history and a world-class reputation, attracting students from across the world. Higher
education is a successful public-private partnership: Government funding and institutional autonomy. This White Paper builds on that
record, while doing more than ever to put students in the driving seat.
We want to see more investment, greater diversity and less centralised control. But, in return, we want the sector to become
more accountable to students, as well as to the taxpayer.
Our student finance reforms will deliver savings to help address the large Budget deficit we were left, without cutting the quality of
higher education or student numbers and bringing more cash into universities. They balance the financial demands of universities with
the interests of current students and future graduates. Students from lower-income households will receive more support than
now and, although many graduates will pay back for longer, their monthly outgoings will be less and the graduate repayment
system will be more progressive. No first-time undergraduate student will have to pay upfront fees. We are also extending tuition
loans to part-time students, increasing maintenance support and introducing a new National Scholarship Programme.
But our reforms are not just financial. We want there to be a renewed focus on high-quality teaching in universities so that it has the
same prestige as research. So we will empower prospective students by ensuring much better information on different courses. We
will deliver a new focus on student charters, student feedback and graduate outcomes. We will oversee a new regulatory framework
with Higher Education Funding Council for England (HEFCE) taking on a major new role as a consumer champion. We will tackle the
micro-management that has been imposed on the higher education sector in recent years and which has held institutions back from
responding to student demand. We must move away from a world in which the number of students allocated to each university is
determined in Whitehall. But universities will be under competitive pressure to provide better quality and lower cost.
Responding to student demand also means enabling a greater diversity of provision. We expect this to mean more higher
education in further education colleges, more variety in modes of learning and wholly new providers delivering
innovative forms of higher education. The Coalition will reform the financing of higher education, promote a better
student experience and foster social mobility. Our overall goal is a sector that is freed to respond in new ways to the
needs of students.”
David Willetts, source http://webarchive.nationalarchives.gov.uk/+/http://discuss.bis.gov.uk/hereform/introduction/
7. Quality: What does really matter?
class size: 1 tutor 20 students tutor load: 1 class
tutor full-time
tutor has teaching qualification
students: time on task
‘close contact’
student tutor
interactions and
relationship for
educational gains
focus on formative
assessment
quick feedback
for learning intellectual challenge
positive
research
environment
tutors as
reflective
practitioners
active learning
collaborative
and social learning
clear and high
expectations
peer assessment
learning hours matter
programme
teams to work
togethersocial
relationships
programme team
students as partners
students using feedback
Prof. Graham Gibbs
today: evidence-based practice
8. Gibbs, G (2012) Implications of ‘Dimensions
of quality’ in a market environment, York:
The Higher Education Academy
Gibbs, G (2010) Dimensions of quality, York:
The Higher Education Academy, pp. 19-37
Prof. Graham Gibbs
15. The Dimensions of the UK Professional
Standards Framework
15
Areas of Activity (WHAT)
• Design and plan
• Teach/support
• Assess/give feedback
• Develop effective
learning environments
and approaches to
student
support/guidance
• Engage in CPD
incorporating research,
scholarship and
evaluation of
professional practices
Core Knowledge (HOW)
• Subject
• Appropriate methods of
teaching and learning
• How students learn
• Use and value
appropriate learning
technologies
• Methods for evaluating
effectiveness of
teaching
• Quality assurance and
quality enhancement
Professional Values
(WHY)
• Respect individual
learners and learning
communities
• Promote participation
and equality of
opportunities
• Use evidence-informed
approaches and the
outcomes from
research, scholarship
and CPD
• Acknowledge the wider
context in which HE
operates recognising
implications for
professional practice
16. The Descriptors of the UK Professional
Standards Framework
16
D1
Associate Fellow
•early career
researchers with some
teaching
•staff new to teaching
including part-time
staff
•staff supporting
academic provision
(learning
technologists, library
staff
•demonstrators,
technicians with some
teaching
responsibilities
•experienced staff new
to teaching or with
limited teaching
portfolio
D2
Fellow
•Early career academics
in full teaching role
•Academic related,
support staff with
substantive teaching
responsibilities
•Staff with teaching-
only responsibilities,
including within work-
based settings
D3
Senior Fellow
•Experienced staff who
demonstrate impact
and influence through
leading, managing
organising
programmes,
subjects/disciplinary
areas
•Experienced subject
mentors and staff
supporting those new
to teaching
•Experienced staff with
departmental and/or
wider teaching and
learning support
advisory
responsibilities
D4
Principal Fellow
•Highly
experiences/senior
staff with wide-
ranging
academic/academic-
related strategic
leadership
responsibilities linked
to teaching and
supporting learning
•Staff responsible for
institutional strategic
leadership and policy-
making in teaching
and learning
•Staff who have
strategic impact and
influence in relation to
teaching and learning
that extends beyond
their own institution
19. At the heart of academic development are
people, networks and communities. (Neame
(2011)
20. Academic Development
• Academic Developers
– Academics
– Academic related
• internal offer:
– Academic Development Units
• HEA accredited institutional (cross-) disciplinary PgCerts, CPD Frameworks, non-
accredited open workshops, consultancy, support, research activities
– Academic Developers within Faculties/Departments
– L & T/TEL champions/fellows
• external offer (HEA, SEDA, ALT, JISC etc.)
• networks (social media)
• conferences
• projects and research
• open educational practices, open educational resources
• working with learning technologists, IT, academics, professional services, managers, leaders
• influence and implement strategy and policy within an institution
• introduce and spread innovative practices
21. Changing nature of Academic
Development
• emergence from a focus on the classroom to a focus on the learning
environment
• changing emphasis from individual teachers to a focus on course
teams and departments, and also leadership in teaching
• a parallel change from a focus on teaching to a focus on learning
• a developing emphasis from change tactics to change strategies
• a changing focus from quality assurance to quality enhancement
• a changing focus from ‘fine tuning’ of current practice to
transforming practice in new directions
Gibbs, 2013, 5-9
Prof. Graham Gibbs
23. SEDA Values
1. An understanding how people learn
2. Scholarship, professionalism and ethical practice
3. Working in, and developing learning
communities
4. Working effectively with diversity and promoting
inclusivity
5. Continuing reflection on professional practice
6. Developing people and processes
source: http://www.seda.ac.uk/professional-development.html?p=2_1_1
37. So, what do I do?
PGCAP
T & L projects support
Support academics and
programme teams, VC DTA
Winners
PGR Students teaching
programme
Observations of teaching
T&L Resources
Teaching Essentials programme
HEA Fellowship support
Research
...
39. “At present there are very few barriers to teaching
in higher education. It is almost the only
profession in which someone can work without
any qualification or licence to practice. Students
go to university to learn, and good teaching is
integral to effective learning. But there is as yet no
requirement that academics who teach students
in Higher Education should hold a teaching
qualification or be qualified to teach”.
(Craig Mahoney, 2011, HEA Speech)
40. •l onger programmes more effective
•learning towards credits seems to
increase motivation
•changes to teacher attitudes and
conceptions
•positive association between
participating in teacher
development programmes and
develop learner-centred teaching
methods
•impact may more readily achieved
for established teachers
•substantial potential for transfer to
practice among ‘novice’ or aspiring
teachers where a critical mass of
pedagogic knowledge is achieved
•participants become more
comfortable with TEL
•richer exchange in cross-disciplinary
programmes
•research gap of such programmes:
real impact on the student
experience
41. The PGCAP
• an exciting opportunity to learn
and develop with colleagues from
different disciplines and
professional areas
• to be open, creative, and
experiment in a safe environment
and within a learning community
• to discuss, debate and challenge
anything linked to teaching and
learning, practice and theory
• to engage in conversations about
teaching and learning at the
University of Salford
• gain a recognised Teaching
Qualification in HE
• a programme accredited by the
HEA and NMC
reflection
active experimentation
linking theory and
practice
modelling variety of
creative learning and
teaching approaches
research-informed
teaching
innovate
PGCAP
student
peers
module
tutor
personal
tutor
feedback
buddy
action
learning
set
mentor
personal
learning
network
42. PGCAP structure and modules
from September 2013 (to be approved)
Learning and Teaching
in HE (LTHE)
Assessment
and Feedback
for Learning
(AFL)
Flexible,
Distance and
Online
Learning
(FDOL)
Academic
Leadership for
Learning Gains
(ALLG)
all modules: 30 credits at Level 7 (MA)
53. Researching togetherpublications
Nerantzi, C (work-in-progress) A “quick ‘n’ dirty” OER video series or food for thought for teachers studying towards the Postgraduate Certificate in Academic Practice
Nerantzi, C and Despard, C (submitted) Lego models to aid reflection. Enhancing the summative assessment experience in the context of Professional Discussions within accredited
Academic Development provision, Innovations in Education and Teaching International
Nerantzi, C (submitted) Using web-conferencing technologies to enable wider learning conversations for professional development, Education and Culture DG, Lifelong Learning
Programme, Education, Audiovisual and Executive Agency (University of Salford is a partner)
Nerantzi, C, Lace-Costigan, G, Jackson, R, Currie, N, Despard, C and Peters, L (2013) Tweet-tweet who is there? Using Twitter in teacher education, Madhouse of Ideas, available at
http://madhouseofideas.org/?page_id=502
Nerantzi, C (2013) OER video series Food for thought: CPD on-the-go and for teachers in Higher Education, OER13 Conference Proceedings, Nottingham 26 and 27 March 2013
Nerantzi, C (2013) An open peer observation experiment within the Postgraduate Certificate in Academic Practice (PGCAP) at the University of Salford, Issue 14.1, March 2013,
Educational Developments Magazine, SEDA, pp. 15-19.
Nerantzi, C and Currant, N (2011) Using e-portfolios for learning and assessment within the Postgraduate Certificate in Academic Practice (PGCAP) at the University of Salford, Centre for
Recording Achievement, available at www.recordingachievement.org
Nerantzi, C (2011) To act, or not to act, upon feedback? A case study in Academic Development, Students’ experience and student feedback, HEA Education Subject Centre, available
at http://escalate.ac.uk/studentfeedback
Nerantzi, C, Currant, N, Avramenko, A & Harvey, V (2011) Feedback conversations in a blended classroom, TEAN STOREHOUSE,
athttp://www.cumbria.ac.uk/AboutUs/Subjects/Education/Research/TEAN/TeacherEd
Nerantzi, C (2011) ‘I didn’t know this was possible’ – exploring technology-enhanced learning and teaching approaches within Academic Development, Working with Diverse Groups of
Learners in the Digital Age, HEA Education Subject Centre ESCalate Publication, available at http://escalate.ac.uk/8538
book chapters
Nerantzi, C and Hannaford, L (accepted) Action learning sets flipping the classroom, advantages and challenges. An example from Academic Development
Smith, C and Nerantzi, C (in print) ePortfolios: Assessment as learning using social media, Waxmann publishers, series ”Gesellschaft for Medien in der Wissenschaft” (Association for
Media in Science, www.gmw-online.de) (more details will follow)
Nerantzi, C (2013) Using Voicethread to enable media-rich online collaborative learning, in: Middleton, A ed. Digital Voices, Sheffield: MELSIG.
Nerantzi, C (2013) “Sell your bargains” Playing a mixed-reality game with academics to spice-up teaching in HE, Cases on Digital Game-Based Learning: Methods, Models and Strategies,
Information Science Reference, Hershey: IGI Global, pp. 131-144.
presentations, workshops
6 June 2013, Creative learning through creative teaching, invited webinar for the University College Suffolk
17 Apr 2013, Would Plato love Lego? or making models to aid reflection within Academic Development, invited inspirED presentation at the Univesity of Dundee, Scotland
26-27 Mar 2013, “OER video series Food for thought: CPD on-the-go and for teachers in Higher Education, OER13 Conference, Nottingham
15-16 Nov 2012, ”Let’s play! – the value of game-based learning in Academic Development” Workshop with Craig Despard, 17th Annual SEDA Conference, Excellence in Teaching:
recognising, enhancing, evaluating and achieving impact, Aston Business School. Birmingham
29 Aug 2012, “Social media eportfolio for learning and assessment”, with Dr. Chris Smith and Craig Despard, eAssessment Conference Scotland, Feeding back, Forming the future (online
contribution), http://www.e-assessment-scotland.org/?page_id=1030#pgcap
19-22 June 2012, “Engaging learners through time-bound online role-play activities: using Elluminate to promote learner engagement” workshop with Dr. Chris Smith, STLHE 2012
Conference, Montreal, Canada
19 Apr 2012 “Social media portfolios for learning and assessment”, invited presentation with PGCAP students, Sheffield Hallam University
3 Feb 2012 “Playing games in Higher Education”, discussing a mixed-reality game developed for the PGCAP, Thunderstorm session during the MEL SIG event, University of Salford with
Kirsty Pope and Neil Currie
11 Dec 2011 “Play ‘n’ learn, spicing up teaching in Higher Education using a mixed-reality game, invited” webinar delivered with academics studying towards the PGCAP at the University
of Salford, Creativity and Multicultural Communication (Massive Online Open Cource), organizer: Empire State College, State University of New York,
site:http://www.cdlprojects.com/cmc11blog/contents/week-13-untitled/
17-18 November 2011 “e-portfolios for learning”, 16th Annual SEDA Conference 2011, Using Technology to Enhance Learning, joined presentation with Currant N.
6-8 July 2011 “Feedback conversations in a blended classroom” with Currant, N., Avramenko, A. and Harvey V., Education in a Changing Environment, 6th International Conference,
Creativity and Engagement in Higher Education, Salford.
25 Jan 2011 “Formative Feedback in the blended classroom – how an e-portfolio can create a student-tutor dialogue to improve learning” joined presentation with Neil Currant, Dr. Alex
Avramenko and Vicki Harvey during the Good Practice Event: Students’ Journey with Technology Enhanced Learning, ADU, University of Salford
53
54. seed-> tree>apples>apple trees
where we should measure impact
core sep11:
32 participants/3448 students
108 students/per participant
plus impact on colleagues!!!
55. PGCAP success stories
Paul Tracey
Best Teacher 2012, Student Led Teaching Award of the Salford Student Union,
University of Salford
shortlisted for the Times Higher Education Awards in the category of Most Innovative
Teacher of the Year 2012
Sarah Bodell and Denis McGrath
VCs Distinguished Teaching Award in 2012
Neil Donohue
VCs Distinguishes Teaching Group Award in 2012
Sam Ingleson
Funded research project linked to game-based learning
Udayangani Kulatunga
Funded research project with Sri Lanka
Neil Currie
Won as members of the Civil Engineers and its Structures team, Laurence Weekes,
Neil Currie, Phillip Leach, Jinyan Wang & Jonathan Haynes, the The IStructE 2012
Award for Excellence in Structural Engineering Education 2012
56. “I would like to say thank you to the whole
team as I enjoyed the programme
immensely and think you all do a wonderful
job with the programme and also helping us
through the process of being students
again, which was a bit daunting at first.
Once again many thanks.”
“The biggest thing I gained from the PGCAP
was the opportunity to reflect on my teaching
practice. The lectures and assignments gave
me space to stop and think about my session
design and delivery and how it could be
enhanced. Most importantly, through finding
out about the range of teaching and learning
styles it allowed me to put the learner at the
centre of the learning experience and also
reflect on my own particular learning style. The
PGCAP is a great way to meet other people
who teach and support learning and I gained a
lot from the exchange of ideas and networking
in classes and online.”
“My time as a student on the PGCAP has
enabled me to really think about what is
means to be a “Good Teacher” and in
particular to always put the student at
the heart of my teaching. This sounds
obvious; however on reflection it is not
so obvious and sometimes I really need
to think about what the students are
experiencing, thinking and assimilating
during my teaching session. If my
teaching session is not going to plan or
did not go to plan I think- what would my
colleagues on the PGCAP team do
differently? And then change it
accordingly.”
“We are following your lead and
embedding eportfolios into our
undergraduate programme. I
thought it was a fantastic way to
be assessed. Thanks.”
60. learning through time
from experience, informal learning: family
& community
Socrates, Plato’s Academy > formal
learning = education – closing down
Knowledge for a few, books > typography
> more accessible, opening up
Digital revolution > informal learning
wide open, formal learning > opening up
61. Education Everyday
Analog Digital
Tethered Mobile
Isolated Connected
Generic Personal
Consumers Creators
Closed Open
Differences between Higher Education and the Supersystem in which it is Embedded (Wiley and Hilton, 2006, 3)
62. “Openness is a fundamental value underlying significant changes in
society and is a prerequisite to changes institutions of higher education
need to make in order to remain relevant to the society in which they
exist. There are a number of ways institutions can be more open,
including programs of open sharing of educational materials. Individual
faculty can also choose to be more open without waiting for institutional
programs. Increasing degrees of openness in society coupled with
innovations in business strategy like dynamic specialization are enabling
radical experiments in higher education and exerting increasing
competitive pressure on conventional higher education institutions. No
single response to the changes in the supersystem of higher education
can successfully address every institution’s situation. However, every
institution must begin addressing openness as a core organizational
value if it desires to both remain relevant to its learners and to contribute
to the positive advancement of the field of higher “ (Wiley and Hilton,
2009, 1)
65. • 2010-2011
• open course linked to PgCert provision
• using PBL task: assessment and feedback
Dr Keith Smyth
MSc BOE Programme Leader
Edinburgh Napier
67. #FDOL131 organisers
and facilitators
Chrissi Nerantzi
Academic Developer
University of Salford, UK
FDOL organiser
PBL facilitator
Lars Uhlin
Educational Developer
Karolinska Institutet, Sweden
FDOL organiser
PBL facilitator
Maria Kvarnström
Educational Developer
Karolinska Institutet,
Sweden
PBL facilitator
78. SEDA Values
1. An understanding how people learn
2. Scholarship, professionalism and ethical practice
3. Working in, and developing learning
communities
4. Working effectively with diversity and promoting
inclusivity
5. Continuing reflection on professional practice
6. Developing people and processes
source: http://www.seda.ac.uk/professional-development.html?p=2_1_1
85. References
Gibbs, G (2010) Dimensions of quality, York: The Higher Education Academy
Gibbs, G (2012) Implications of ‘Dimensions of quality’ in a market environment, York:
The Higher Education Academy
Gibbs, G (2013) Reflections on the changing nature of educational development,
International Journal for Academic Development, 2013, Vol. 18, No. 1, 4-14.
Neame, C. (2011) Exploring Models of Development of Professional Practice in
Learning and Teaching in Higher Education: What Can We Learn from Biology and
Marketing? Educate~ Vol. 11, No. 1, 2011, pp. 9-19.
Wiley, D. and Hilton, J. (2009) Openness, Dynamic Specialization, and the
Disaggregated Future of Higher Education, in: International Review of Research in
Open and Distance Learning, Volume 10, Number 5, 2009, pp. 1-16., available at
http://www.irrodl.org/index.php/irrodl/article/view/768 [accessed 25 February 2013]
86. Can one chameleon make a difference?
personal perspectives, opportunities and
dilemmas of an academic developer Chrissi Nerantzi, @chrissinerantzi
27 May 2013 Centre for Medical Education, Karolinska Institutet, Sweden