- OED Session: Responding to Students’ Difficulties with Seminars
- OED Session: Professor Glynis Cousin
- OED Session: Emergent Learning - Jenny Mackness and Dr. Roy Williams
- 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
Upcoming Continuing Professional Development sessions
Previous Events (list of titles, recordings and materials)
Responding to Students’ Difficulties with Seminars
Date: 28th November
Time: 13.30 – 15.00
Speakers: Sinead Boyd and Susan ArmitageLocation: 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.
To sign up for this session, please contact the OED team direct.
Threshold Concepts and Troublesome Knowledge
Date: Wednesday 5th December 2012Time: 13.00-14.00 Formal Session; 14.00-14.30 Informal Q&A
Title: TBC
Speakers: Professor Glynis Cousin
Location: LUMS LT8
Abstract: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.
To sign up for this forum, please contact the OED team direct.
Emergent Learning
Date: Tuesday 12th February 2013Time: 13.00-14.00 Formal Session; 14.00-14.30 Informal Q&A
Title: Emergent Learning
Speakers: Jenny Mackness (Independent Education Consultant) & Dr. Roy Williams (Senior Lecturer in Mathematics, Portsmouth University)
Location: HR Building TR 1&2
Abstract:To be confirmed, however it will be based on further work relating to that reported in this paper: http://www.irrodl.org/index.php/irrodl/article/view/1267
To sign up for this forum, please contact the OED team direct.
Last updated: 12/10/12 (SA)
Previous CPD sessions and Faculty 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
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
This brief sessions sets 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.
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
This interactive session will cover 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. We will also explore designing assessments which are hard to find, fake or copy. The session will look at how to spot instances of misuse of others' work, including texts from commissioning sites, and finishes with suggestions for institutional management of plagiarism cases when they appear.
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.