{"id":1133,"date":"2020-05-07T10:49:55","date_gmt":"2020-05-07T09:49:55","guid":{"rendered":"https:\/\/uniofglos.blog\/festivaloflearning\/?p=1133"},"modified":"2020-05-07T10:49:55","modified_gmt":"2020-05-07T09:49:55","slug":"academic-exchange-2b","status":"publish","type":"post","link":"https:\/\/sites.glos.ac.uk\/festivaloflearning\/2020\/05\/07\/academic-exchange-2b\/","title":{"rendered":"Academic Exchange 2B"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\"><strong>Creative learning in and beyond the classroom<\/strong><\/h2>\n\n\n\n<h4 class=\"wp-block-heading\"><em>What are Academic Exchanges?<\/em><\/h4>\n\n\n\n<p><em>Our Academic Exchanges showcase innovative academic practice and support for learning from staff across the institution and partner colleges. Each colleague participating in an Exchange has produced a short digital artefact, which addresses an aspect of good practice in learning design. Many colleagues share their direct experiences of moving teaching online, whilst others showcase pedagogic approaches that are important to transfer to blended learning environments. These approaches include engaging with students as partners, delivery of inclusive and personalised learning, and embedding learning-oriented assessment. <\/em><\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Recording of the Q&amp;A webinar<\/h3>\n\n\n\n\n\n\n\n<h3 class=\"wp-block-heading\">i. Building a blend into the new norm, discussing design and community considerations <\/h3>\n\n\n\n<h4 class=\"wp-block-heading\"><em>Matt East and James Hodgkin (Talis and Library, Technology &amp; Information Service) <\/em><\/h4>\n\n\n\n\n\n\n\n<ul class=\"wp-block-list\"><li><a href=\"https:\/\/uniofglos.blog\/festivaloflearning\/wp-content\/uploads\/sites\/39\/2020\/06\/AE2Bi-EastM-HodgkinJ-presentation.pdf\" target=\"_blank\" rel=\"noopener\">View or download a copy of Matt and James\u2019 presentation slides<\/a><\/li><\/ul>\n\n\n\n<p>The Covid-19 crisis has required us all to respond with emergency\nmeasures, moving curricula designed for face-to-face delivery into a fully\nonline environment rapidly. The sector has responded well to the emergency\nshift, but how we are teaching now will need to change moving forward.<\/p>\n\n\n\n<p>Regardless of what the \u2018new normal\u2019 looks like, we will need to\nreconsider the design of our curricula; the balance of synchronous\/asynchronous\nactivity, formative\/summative tasks, learning outcomes, and assessment strategy\non a large proportion of our courses. Fortunately, the world of online\/blended\ndelivery isn\u2019t a new one; there\u2019s a lot we can learn from those who have done\nthis for years. Course design that allows for collaborative learning will be\neven more important than previously. <\/p>\n\n\n\n<p>In this session, Matt East, Learning Technologies Lead at Talis, offers\nsome top tips for blended\/online delivery, based on his experience of studying\non, and designing for, these modes of delivery. <\/p>\n\n\n\n<h3 class=\"wp-block-heading\">ii. Talis Elevate: Building collaboration into the heart of content <\/h3>\n\n\n\n<h4 class=\"wp-block-heading\"><em>Matt East and James Hodgkin (Talis and Library, Technology &amp; Information Service<\/em>)<\/h4>\n\n\n\n\n\n\n\n\n\n\n\n<ul class=\"wp-block-list\"><li><a href=\"https:\/\/uniofglos.blog\/festivaloflearning\/wp-content\/uploads\/sites\/39\/2020\/06\/AE2Bii-EastM-HodgkinJ-presentation.pdf\" target=\"_blank\" rel=\"noopener\">View or download a copy of Matt and James&#8217; presentation slides<\/a><\/li><\/ul>\n\n\n\n<p>In this session, Matt East, Learning Technologies Lead at Talis, will give an overview of Talis Elevate, a tool designed to put collaborative learning at the heart of multiple resource types used in teaching. He will give an overview of how Talis Elevate is being used in practice and will detail how you can build Talis Elevate into your teaching for the coming academic year.&nbsp;<\/p>\n\n\n\n<p>Talis Elevate will be of particular interest to colleagues looking to build collaborative learning opportunities around resources of multiple formats, those looking to develop an active learning environment&nbsp;around resources used in teaching, and those building collaborative learning opportunities into their delivery.&nbsp;<\/p>\n\n\n\n<p>During the Q&amp;A, we will have the opportunity to explore how you can utilise Talis Elevate to enhance the online environment for the coming academic year on your course.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">iii. Preferencing &#8216;System 1 Thinking&#8217; during lectures\/sessions <\/h3>\n\n\n\n<h4 class=\"wp-block-heading\"><em>James Dalby (Media)<\/em><\/h4>\n\n\n\n\n\n\n\n<ul class=\"wp-block-list\"><li><a href=\"https:\/\/uniofglos.blog\/festivaloflearning\/wp-content\/uploads\/sites\/39\/2020\/06\/AE2B-DalbyJ-presentation.pdf\" target=\"_blank\" rel=\"noopener\">View or download a copy of James&#8217; presentation slides<\/a><\/li><\/ul>\n\n\n\n<p>Kahneman&#8217;s groundbreaking &#8216;Thinking Fast &amp; Slow&#8217; (2011) has been an\ninstructive influence on my development of the Digital Media course. His\ndiscussion of the competing requirements and functions of Intuitive (System 1)\nand Rational (System 2) thought processes has been a key component in my thinking\nwhen designing learning, from individual sessions to whole curricula (leading\nto my PhD study looking at potential changes to the way students learn in the\nage of social media and connected technologies).<\/p>\n\n\n\n<p>In this session, I will outline some simple and effective techniques\nfor guiding students\u2019 thought-processes during lectures, particularly in terms\nof encouraging intuitive and creative (System 1) thinking, aimed at cementing\nlearning by allowing students to develop their own intuitive scaffolding of ideas.&nbsp; <\/p>\n\n\n\n<p>In essence, when students are concentrating on a subject in a lecture,\nthey may be employing a System 2 (Rational) mode of thinking, which allows them\nto problem-solve more effectively, and make fewer errors, but which doesn\u2019t\nnecessarily encourage connection to existing knowledge, creative abstraction,\nand perhaps even an enjoyment of the subject.&nbsp;\n<\/p>\n\n\n\n<p>Often, a simple reframing of the structure and aims of a lecture will\nallow both modes to be employed effectively throughout.<\/p>\n\n\n\n<p><\/p>\n\n\n\n<h3 class=\"wp-block-heading\">iv. Action Research as a learning tool <\/h3>\n\n\n\n<h4 class=\"wp-block-heading\"><em>Caroline Marshall and Jo Munyard (Gloucestershire College and Academic Link Tutor)<\/em><\/h4>\n\n\n\n\n\n\n\n<ul class=\"wp-block-list\"><li><em>The above video is best viewed in full-screen mode<\/em>. <em>It includes a short audio introduction and the rest of the time is to view the poster. <\/em><\/li><li><em>Please also see this <a href=\"https:\/\/www.youtube.com\/watch?v=F-KJMDxpEaw\" target=\"_blank\" rel=\"noopener\">YouTube video<\/a> referred to in the presentation.<\/em><\/li><li><a href=\"https:\/\/uniofglos.blog\/festivaloflearning\/wp-content\/uploads\/sites\/39\/2020\/06\/AE2B-MarshallC-presentation.pdf\" target=\"_blank\" rel=\"noopener\">View or download a copy of Caroline&#8217;s poster<\/a>.<\/li><\/ul>\n\n\n\n<p>The learners who join our foundation degree bring with them varying\namounts of sector experience. Some have worked as Early Years professionals for\nmany years, and some for only a few months. What they often lack is an\nunderstanding of theoretical models of learning. Using an action research model\nin some of our assignments is effective because it enables students to explore\ntheory in a concrete and practical way. <\/p>\n\n\n\n<p>In the module EYF 404, students can take a small aspect of theory and\ntry it out, to see what happens in practice. This enables them to evaluate for\nthemselves the claims of Vygotsky or Piaget for example, using evidence that\nthey have generated in their own practice. In turn, this builds their confidence\nto analyse and evaluate on a purely theoretical level.<\/p>\n\n\n\n<p>We find that this approach enables students to self-select their own\nlevel of challenge, based on confidence and ability. For example, someone\nfairly new may choose to look at a more familiar theorist or pioneer such as\nVygotsky whereas someone with more experience and confidence has the option to\nlook at someone completely new to them, such as Weikart.<\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Creative learning in and beyond the classroom What are Academic Exchanges? Our Academic Exchanges showcase innovative academic practice and support for learning from staff across the institution and partner colleges. 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