profdevprogramme0910

=Professional Development Programme 2009/10: Technology-enhanced learning strand =

//Let's use this space to compile our proposals for the technology-enhanced learning strand. Please just get in touch if you'd like to discuss any of your ideas before adding them here. Elaine

 So not a snappy title but I'll think about it - any suggestions welcome! Also, the outline is sketchy indeed and I'd be very grateful for any suggestions or comments. Julia
 * Using mobile technology to put the learning back into Work Based Learning and work placements**

This workshop will involve discussion of work based cpedagogy and practice. Outline to include reference to the following topics: //
 * Pedagogical frameworks for enabling work based learning
 * Integrating workbased learning into other aspects of HE study
 * Using knowledge acquired in academic settings to support performance in the workplace

How can mobile technologies support these processes? Participants will explore ways of using mobile phones, iTouch and Flip cameras to support students to:


 * Recognize what they have learned and what they need to learn
 * Know what the learning is informed by, and be able to ensure that learning will stand up to academic scrutiny

Stephen's - blurbs to come

Supporting students with the Turinitin tool set.
Colin's ones - blurbs to come!===

Podwhating?
The existing blurb is fine already for this,

Rough and Ready Video for Teaching and Learning
 Video was once the realm of the professional, requiring expensive equipment and powerful computers, but now just about anyone can create their own videos, and going by the evidence on YouTube, Facebook and the like, they often have! This in-fashion medium is also ideal for enhancing learning and teaching, however, and it’s never been easier to do. In this session we will look at how video is already being used to enhance teaching around the world. You will go on to learn what kind of equipment you can use to film a video easily and transfer it to your PC. You will learn how to edit your captured video - combining clips, cutting it down or adding effects and titles. To help in this we’ll also look a little at how the professionals plan their videos, using storyboards and certain shot types. You will also learn a little about video formats and where to go from here if you want to make your videos a little more than just rough and ready. This session will run on a loose tutorial plan and is designed to be flexible to accommodate participant’s particular requirements so of you have any, please let us know beforehand. We encourage you to bring along simple video capture devices such as mobile phones or digital cameras so that you can film and use your own media, and don’t forget the USB lead!

Collaborating Live Online: Cast some Ellumination.
 Elluminate //Live!// is a real-time elearning and web collaboration environment. It allows staff to run fully online presentations, short courses, online seminars and lectures and even organise meetings with colleagues from other universities or industry from the convenience of their own home or office using microphones and, if available, webcams. It also supports fully online real-time group collaboration in a dynamic way as well as online peer assessment. This session will allow you to experience Elluminate® from the user’s point of view by taking part in a series of activities and to try out Elluminate //Live!//® as tutors (e-moderators). No prior experience of Elluminate® is required. To learn more about Elluminate® visit [|www2.napier.ac.uk/ed/learntec/elluminate.htm]. After participating in this session, staff may wish to take part in the fully online follow-on session //The Elluminated Educator: Teaching with Elluminate Live//

=The Elluminated Educator: Teaching with Elluminate Live=  //Existing blurb from the programme under 'Teaching with Elluminate Live' is ideal for this.//

- Elaine's titles -


 * //Web 2.0 Taster//**


 * //WebCT Makeover//**


 * //Bite the bullet: Improve your presentations//**


 * //Enhance your lectures with classroom voting//**


 * //Developing your digital skills//**


 * //Create, collect and share: using the WebCT Portfolio//**

Something on finding and reusing high-quality relevant free educational resources - oer, creative commons etc save time by using existing materials, know where to look for them
 * //Finding materials ...//**

Something on making your own resources? jamming style
 * //Do it yourself!//**

-- Louise's --

Similar to 08-09 Using drama techniques as a means to engage students, build group work and improve your own performance skills.
 * Wait a second…Life! Exploring the educational potential of the virtual world of Second Life Part 1 & Part 2**
 * Screencasting – Recording your computer screen output using Camtasia™**Using Camtasia to give feedback on assignments, narrate a lecture, demonstrate how to use software or a website.
 * Digital Storytelling**Exploring digital storytelling as a means for students to construct knowledge, reflect and collaborate.
 * Serious Games**Seminar to share practice of use of video games in learning.
 * An introduction to improvisation and acting (full day)**

- Other contributors -

Penny Gardner and Alun Fotheringham (School of Accounting, Economics and Statistics)
 * //Using wikis for group collaboration//**

Catherine Campbell and Keith Walker (Library)
 * //Enhancing your WebCT module through digitisation//**

(Library)
 * //Using eResources to benefit learning, teaching and research//**

=Keith's blurbs (inlcuding joint sessions with Christina)=

Apologies so late...this includes the two descriptions I only provided notes for previously:


 * Induction to teaching and learning in higher education for postgraduate students **

Keith Smyth (Academic Development)  This one day workshop is designed to provide research students with some essential skills, knowledge and understanding in order that they can enhance the learning experience of students they are asked to teach. All research students asked to carry out teaching at the university will be expected to undertake this development opportunity.

The workshop is highly interactive and participants will be expected to contribute to the day’s activities. There will be a small pre-workshop activity to carry out. During the workshop participants will:

· increase their understanding of 21st century higher education and the implications that has for their teaching role at Edinburgh Napier · explore the relationship between learning and teaching activities and its importance within the university’s Learning, Teaching and Assessment strategy · consider how to use the skills they are developing as a researcher to assist other students to learn effectively · <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif';">prepare and present a mini teaching activity and get feedback on their performance <span style="font-size: 10pt; line-height: 115%; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif';">use simple tools to help reflect on their own performance and plan for future enhancement.

For further information, contact Keith Smyth, Academic Development.

<span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif';"> Keith Smyth and Christina Mainka (Academic Development)
 * <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif';">Designing and facilitating effective fully online courses **

While many of us recognise what online courses can offer by way of enabling distance and work-based learning, meeting the needs of part-time, remote and international students, and raising the global profile of our course provision, the challenges that lie in designing fully online courses that provide a rich, engaging and effective learning experience are still new to most lecturers.

This workshop aims to demystify the nature of designing and facilitating fully online modules and programmes, with a practical focus on the key issues to be considered including benefits for students, curriculum design models and options, and effective strategies for teaching online.

With a grounding in the pedagogic principles of the University’s LTA strategy and 20 credit ethos, and drawing from example courses that include Academic Development’s MSc Blended and Online Education (MSc BOE)*, the hands-on activities in this workshop will support participants in thinking about how to design or enhance their own online modules and programmes, and to begin planning learning, teaching and assessment approaches that will encourage collaborative learning, develop independence, and foster higher levels of learning within fully online course environments.


 * Originally validated in 2007–8, the MSc BOE was one of the University’s first 20-credit programmes and is a SEDA accredited, part-time, online programme for education professionals who want to develop their knowledge and practical skills in technology-enhanced teaching and learning. See the programme website at www2.napier.ac.uk/ed/boe.

<span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif';"> Keith Smyth (Academic Development)
 * <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif';">Helping your students to get the most from online learning **

It’s a common misconception to think that just because students are generally becoming more IT literate, they will therefore be well equipped for studying in blended and online contexts. The reality is that many students do not approach studying online as effectively as they could. There are many common reasons for this. Some students are not aware of what effective online learning requires from them, while others have culturally informed expectations of teaching and learning that may not align well with studying on a blended or online module. Sometimes, it’s simply down to what is being expected in a particular context needing to be clearer.

This workshop session will provide an opportunity for tutors to explore the kinds of information, knowledge and skills that students require in order to learn online, alongside the various steps the tutor can take on a practical level to address these needs. The aim is for participants to leave the session more confident of ensuring that all their students are supported in approaching online learning effectively.

<span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif';">Keith Smyth and Christina Mainka (Academic Development)
 * <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif';">Who say’s online discussions don’t work? Improving student engagement and enhancing classroom contact time through asynchronous discussion boards **

Have you ever been asked to use an online discussion board only to find there was no-one else there? Have you or a colleague ever asked students to engage with each other online, and found the levels of interaction underwhelming? Or perhaps you’ve even heard good things about what discussion boards can offer, but aren’t sure where to start or are worried about handling all those posts?

Whatever your fears or experiences of discussion boards, fear not!

Come along to this practical workshop to see that online discussion boards do work, and can be made to work very effectively for you and your students. Drawing upon examples and contributions from guest participants, our focus will be on the practical and easily implementable including: <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif';"> If after this workshop you feel online discussions don’t work, then you probably never turned up!
 * <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif';">Using problems fora to tackle common problems and generate reusable resources
 * <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif';">Identifying tasks and questions that lend themselves well to online discourse
 * <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif';">Why NOT to reply to every new posting and avoiding other common pitfalls
 * <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif';">Effective peer-peer support and making group projects more manageable
 * <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif';">Increasing participation in seminar style debates for direct entrants, international students, and other sometimes less forthcoming learners