- Professor Etienne Wenger: Towards a theory of social learning capability
- Jude Carroll: An Exploration of Teaching and Learning Issues when Working with International Students
- Jude Carroll: Defining, Detecting, and Dealing with Plagiarism in 2012
- Sinead Boyd: Responding to Students’ Difficulties with Seminars
- Glynis Cousin: Threshold Concepts and Troublesome Knowlege
- Roberta Kerr: Voice Workshop: Beyond Pain, Strain & Monotony -
- Jenny Mackness and Dr. Roy Williams: Emergent Learning
Upcoming Teaching and Learning Forums
Previous Events (list of titles, recordings and materials)
Upcoming Forums
Lecture Capture: Panopto - Possibilities and Practicalities
Date: 19th March Time: 13.00-14.15 Speaker: Hilary Thomas Location: LUMS LT6
Abstract
The trial of the Lecture Capture software, Panopto, has presented lecturers with a range of new possibilities and a range of new challenges. But why make recordings of lectures? What are the implications? Is this the beginning of the end of traditional face-to-face classes? Who benefits?
These are early days, but so far student response to the lecture capture trial has been positive and for now the trial is set to continue.
This session sets out to explore the possibilities and challenges that recording lectures presents, using experiences from the pilot to date, and asks in what ways it can be used to help learning.
For more information on this forum,or to book, please contact the OED team direct.
Previous Forums
LUMS Teaching and Learning Forum
Supported by Organisation & Educational Development (OED)
Professor Etienne Wenger: Towards a theory of social learning capability
Thursday 11th October, 5 - 6.30pm
LT1, LUMS
Abstract:
Professor Etienne Wenger is a globally recognized thought leader in the field of social learning and communities of practice. He has authored and co-authored seminal articles and books on the topic, including Situated Learning, where the term “community of practice” was coined. His work on social learning theory places learning at the core of human existence and assumes that it is fundamentally a social phenomenon. Learning is the foundation of who we are (becoming). During this teaching forum, Etienne will explore the theory of social learning capability with the audience along with the concepts and dimensions that are emerging in his inquiry.
http://wenger-trayner.com/Please note that at the request of the presenters the materials and recording of this session will only be available to those with a Lancaster University login
Jude Carroll: An Exploration of Teaching and Learning Issues when Working with International Students
Wednesday 7th November
LUMS, LT09
Abstract:
This session set out the common learning issues which occur when students from highly diverse educational backgrounds, with often equally diverse levels of language competence, enrol on Lancaster courses. It suggests ways that teachers might adapt their practices in the light of their student's cultural and linguistic diversity, and points to resources and sources of support for this interesting but also challenging teaching context. The aim is better learning for all, less strain on teachers, and enhanced opportunities for success.
A PANOPTO recording of this session is available:Get the flash plugin You need Flash Player to view the video content
Jude Carroll worked for several decades as an educational developer at Oxford Brookes University in the UK, where she specialised in managing student plagiarism and in effective teaching of international students. She researches, writes and presents around the world on aspects of managing plagiarism. She is the author of The Handbook for Deterring Plagiarism in Higher Education (2007, 2nd ed) and with Dr Janette Ryan, she co-edited the widely used text Teaching International Students: improving learning for all (2005: Routledge). In 2009, Jude was awarded a UK National Teaching Fellowship in recognition of her work in both fields.
LUMS Teaching and Learning Forum
Supported by Organisation & Educational Development (OED)
Jude Caroll: Defining, Detecting, and Dealing with Plagiarism in 2012
Wednesday 7th November 2012 - 13:00-14:00 Formal Session; 14.00-14.30 Informal Q&A
LUMS LT8
Abstract:
This interactive session covered a range of topics in a joined-up approach to dealing with plagiarism in 2012. The presentation and associated activities cover ways to ensure students know what is expected and to ensure they have necessary skills to avoid plagiarism. Issues of designing assessments which are hard to find, fake or copy were also explored. The session looked at how to spot instances of misuse of others' work, including texts from commissioning sites, and finished with suggestions for institutional management of plagiarism cases when they appear.
A PANOPTO recording of this session is available:Get the flash plugin You need Flash Player to view the video content
Jude Carroll worked for several decades as an educational developer at Oxford Brookes University in the UK, where she specialised in managing student plagiarism and in effective teaching of international students. She researches, writes and presents around the world on aspects of managing plagiarism. She is the author of The Handbook for Deterring Plagiarism in Higher Education (2007, 2nd ed) and with Dr Janette Ryan, she co-edited the widely used text Teaching International Students: improving learning for all (2005: Routledge). In 2009, Jude was awarded a UK National Teaching Fellowship in recognition of her work in both fields.
Sinead Boyd: Responding to Students’ Difficulties with Seminars 28th November 2012 - 13.30 – 15.00 & 30th January 2013 - 13.30-15.00 Faraday Seminar Room 4
Abstract:
In seminars students can often present a variety of difficulties ranging from being unprepared, appearing unengaged, to not turning up. This aim of this session is to explore some straightforward and practical ideas for those who lead seminars or tutorials. Following the session participants will be able draw on these ideas to respond to students’ difficulties by removing barriers to learning and ensuring that students have opportunities to make progress throughout the module.For more information on this session, please contact the OED team direct.
Glynis Cousin: Threshold Concepts and Troublesome Knowledge 5th December 2012 - 13.00-14.00 LUMS LT8Abstract:
This session will introduce some key methods and ideas associated with threshold concepts.
"A threshold concept can be considered as akin to a portal, opening up a new and previously
inaccessible way of thinking about something. It represents a transformed way of
understanding, or interpreting, or viewing something without which the learner cannot
progress. As a consequence of comprehending a threshold concept there may thus be a
transformed internal view of subject matter, subject landscape, or even world view. This
transformation may be sudden or it may be protracted over a considerable period of time"
(Meyer and Land 2003)
My focus will be firstly on its potential as a ‘less is more’ design tool and secondly on notions of liminal learner states and troublesome knowledge. I will draw on relevant research and cases to explore the usefulness of these notions and what they tell us about student-teacher relations. In so doing I will suggest a review of the ideas which dominate higher education studies, namely ‘student-centredness’, the ‘student experience’ and learning outcomes. I hope the session will be of practical use.
For more information on this forum, please contact the OED team direct.
Roberta Kerr: Voice Workshop: Beyond Pain, Strain & Monotony... Lecture & Classroom Settings 4th February 2013 - 13.30 – 15.00Human Resources Training Room 1&2
Abstract:
The voice is a valuable tool for lecturers and presenters of all types, and yet it is often only addressed when it is seen to have problems. An attention to and knowledge of the voice, however, can not only help to minimize common problems such as vocal fatigue and volume, but also aid in adding aural interest and variety to lectures and presentations.
This session will provide a basic introduction into factors affecting vocal production, including body-voice connection and breathing. These factors will then be linked to the practice of using the voice in classroom and seminar settings. Participants will be given brief opportunities to experiment with their voices, exploring a selection of exercises to develop healthy vocal use.
There are session tools and further resources for supporting your voice available.
For more information on this session, please contact the OED team direct.
Jenny Mackness (Independent Education Consultant) & Dr. Roy Williams (Senior Lecturer in Mathematics, Portsmouth University): Emergent Learning 12th February 2013 - 13.00-15.00Human Resources Training Room 1&2
Abstract:
In any learning community, there is always a need to balance the acquisition of knowledge with the creation of new knowledge.
In a recently published paper Footprints of Emergence (2012) we developed a 3D learning landscape model for exploring the relationship between prescribed and emergent learning in any given curriculum. We did this by repeatedly testing our descriptive landscapes (or footprints) against theory, research, and practice across a range of case studies. One of those case studies was Lancaster University’s Masters Degree in E-Business and Innovation. Others include a teacher training programme, a massive open online course and an interactive learning environment designed for children on the autism spectrum. Since publication of the paper we continue to gather case studies and consider the implications of the model for curriculum design and emergent learning.
In this session we will explain our approach to drawing Footprints of Emergence and discuss how this practical tool can be used by curriculum designers to explore the dynamics between prescribed and emergent learning and manage the learning landscape.
We will also encourage you to draw footprints for your own courses. In preparation for this session and work we are doing with other groups, we have set up a wiki on Footprints of Emergence, which includes instructions on how to do this.
Footprints of Emergence: http://www.irrodl.org/index.php/irrodl/article/view/1267
Masters Degree in E-Business and Innovation http://www.lums.lancs.ac.uk/masters/MScEbusiness/
A wiki on Footprints of Emergence http://footprints-of-emergence.wikispaces.com/home
For more information on this forum, please contact the OED team direct.
Last updated: 29/11/12 (SH)