Showcase of wiki session participants work.
Track L: Peer assessment
View more presentations from Kirsteen Macdonald
Showing posts with label technology. Show all posts
Showing posts with label technology. Show all posts
Thursday, 30 June 2011
Staff development sessions
Please do take a look at the excellent resources and reports from the staff development sessions here.
Showcase of wiki session participants work.
Showcase of wiki session participants work.
Tuesday, 28 June 2011
Keynote: Josie Taylor - Assessment, Technology and Learning: Who is in the Driving Seat
Keynote slides
Josie Taylor started by reminding the audience that the OU’s Institute of Educational Technology was set up to train staff when the institution was operating in the “broadcast model” – education in the middle of the night! She then floated the idea that Higher Education needs to open out and allow people to move about in academia. Although the OU is heavily into Open Educational Resources (OER), Josie also made the point that it's more than OER that she is propounding. After describing the Open Learn project she pointed out that social learners are less motivated to work through masses of content, and she espoused formal materials delivered in an informal way. However, she acknowledged this would produce issues at the institutional level. From the institution she envisaged such questions as: What is a University for? Who determines what is of value? Who says what is worthy (or not)?
After revealing a previous life as a teacher of Prologue programming, Josie discussed ecological space, affinity space and informal space (for learning). She gave a good overview of research in the area, before detailing work at the OU on an automated formative assessment tool – which they are working on presently. I will close this short report with direct quotes from her that struck a particular cord: “learners are emancipating themselves…” and “… affinity spaces can be spontaneously formed around any topic”.
The slides and video of this keynote are available should be referred to for more detail, including a comprehensive reference list. An excellent keynote and introduction to the theme, which was referred back to by other speakers and the panel discussion at the end of the day.
Steve Chilton
Educational Development Manager
EDU (CLTE)
E assessment Josie Taylor
Report on keynote addressView more presentations from Kirsteen Macdonald
Josie Taylor started by reminding the audience that the OU’s Institute of Educational Technology was set up to train staff when the institution was operating in the “broadcast model” – education in the middle of the night! She then floated the idea that Higher Education needs to open out and allow people to move about in academia. Although the OU is heavily into Open Educational Resources (OER), Josie also made the point that it's more than OER that she is propounding. After describing the Open Learn project she pointed out that social learners are less motivated to work through masses of content, and she espoused formal materials delivered in an informal way. However, she acknowledged this would produce issues at the institutional level. From the institution she envisaged such questions as: What is a University for? Who determines what is of value? Who says what is worthy (or not)?
After revealing a previous life as a teacher of Prologue programming, Josie discussed ecological space, affinity space and informal space (for learning). She gave a good overview of research in the area, before detailing work at the OU on an automated formative assessment tool – which they are working on presently. I will close this short report with direct quotes from her that struck a particular cord: “learners are emancipating themselves…” and “… affinity spaces can be spontaneously formed around any topic”.
The slides and video of this keynote are available should be referred to for more detail, including a comprehensive reference list. An excellent keynote and introduction to the theme, which was referred back to by other speakers and the panel discussion at the end of the day.
Steve Chilton
Educational Development Manager
EDU (CLTE)
Wednesday, 15 June 2011
Presenter profile - Track A: Trish Hafford-Letchfield, Asanka Dayananda
Trish Hafford-Letchfield: Using Digital Storytelling to Enhance Student Skills in Thinking about Quality Improvement in Public and Community Services
Trish is a senior lecturer for inter-professional learning within the Department of Mental Health and Social Work in the School of Health and Social Sciences. Trish initially qualified as a nurse then social worker and following a long career in social work, spent her last ten years managing services for older people within a local authority. Her last post before academia was as an organisational learning and development manager where she was responsible for workforce development and developing learning partnerships in South London. Trish joined Middlesex University in September 2008 having been at London South Bank for a number of years. Trish became a Teaching Fellow in 2010. She has been active in Age Concern Greenwich since 2003 as a Trustee, and in the Association for Education and Ageing. Trish also plays the violin in an amateur orchestra and this is her absolute favourite pastime!
Trish has a variety of interests connected to learning and teaching. Her main subject area is leadership, management and organisational development and she is an active management mentor in the voluntary sector. She has written a number of key textbooks in this area. Her most recent was 'Social Care Management: Strategy and Business Planning' with Jessica Kingsley in 2010. Trish also has expertise in adult social care, particularly in the area of safeguarding and has a special interest in helping students to work more holistically with older people. She is also very active in promoting issues of sexuality and sexual identity in learning and teaching and has again published quite widely on these topics in relation to widening participation. In 2011, she co-edited a book with Priscilla Dunk-West 'Sexual Identities and Sexuality in Social Work: Research and Reflections from Women in the Field' published by Ashgate Press.
Within public and community services, the need to find ways of engaging the community and providing quality information is an essential skill. It seemed appropriate to assess students capacity for designing and using technology to improve the ways they might develop aspects of information about their services. These are also linked to the concept of quality and service improvement within the module, by adding another dimension of how these issues are perceived and received. Teaching students to use just one small aspect of technology such as digital storytelling was however challenging as well as enabling such skills to be assessed alongside more traditional methods of assessment. Our workshop aims to share some of our early experiences with you so far in our teaching and assessing of students skills in using the technologies associated with digital storytelling. We have designed a series of online teaching activities to encourage an incremental approach to students learning towards assessment. You will be given the opportunity to try out digital story telling including creating a storyboard and using the software. Hopefully this may stimulate your own interest in how digital story telling could fit with your own assessment methods.
Trish is particularly interested in using the arts and technologies to improve learning and teaching. She has experimented with music making, comedy, drama and literature which she believes can promote deeper learning, particularly with managers in health and social care where the contexts may be very challenging and demanding. She has published some of the outcomes of these methods using small scale evaluation and impact studies. Trish recently completed a Doctorate exploring the lifelong learning of older people using social care services focussing on the knowledge and skills that older people need to direct their own care.
A recommended resource related to the session is RUDE Old People: A digital resource exploring sexuality in older people. This was made through a series of two one day workshops with social work students which were filmed and edited using digital story software. These are reusable learning objects that can be used in learning and teaching: http://www.1stframework.org/rude.asp
With regards to e-Assessment, Trish recommends that students be given an opportunity to practice uploading their work before the real thing. Don't be too prescriptive and allow students to be creative. Take some risks and refine as you go along. Provide opportunities to develop the skills needed in an incremental way throughout your module.
Trish is a senior lecturer for inter-professional learning within the Department of Mental Health and Social Work in the School of Health and Social Sciences. Trish initially qualified as a nurse then social worker and following a long career in social work, spent her last ten years managing services for older people within a local authority. Her last post before academia was as an organisational learning and development manager where she was responsible for workforce development and developing learning partnerships in South London. Trish joined Middlesex University in September 2008 having been at London South Bank for a number of years. Trish became a Teaching Fellow in 2010. She has been active in Age Concern Greenwich since 2003 as a Trustee, and in the Association for Education and Ageing. Trish also plays the violin in an amateur orchestra and this is her absolute favourite pastime!
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| Trish Hafford-Letchfield |
Within public and community services, the need to find ways of engaging the community and providing quality information is an essential skill. It seemed appropriate to assess students capacity for designing and using technology to improve the ways they might develop aspects of information about their services. These are also linked to the concept of quality and service improvement within the module, by adding another dimension of how these issues are perceived and received. Teaching students to use just one small aspect of technology such as digital storytelling was however challenging as well as enabling such skills to be assessed alongside more traditional methods of assessment. Our workshop aims to share some of our early experiences with you so far in our teaching and assessing of students skills in using the technologies associated with digital storytelling. We have designed a series of online teaching activities to encourage an incremental approach to students learning towards assessment. You will be given the opportunity to try out digital story telling including creating a storyboard and using the software. Hopefully this may stimulate your own interest in how digital story telling could fit with your own assessment methods.
Trish is particularly interested in using the arts and technologies to improve learning and teaching. She has experimented with music making, comedy, drama and literature which she believes can promote deeper learning, particularly with managers in health and social care where the contexts may be very challenging and demanding. She has published some of the outcomes of these methods using small scale evaluation and impact studies. Trish recently completed a Doctorate exploring the lifelong learning of older people using social care services focussing on the knowledge and skills that older people need to direct their own care.
A recommended resource related to the session is RUDE Old People: A digital resource exploring sexuality in older people. This was made through a series of two one day workshops with social work students which were filmed and edited using digital story software. These are reusable learning objects that can be used in learning and teaching: http://www.1stframework.org/rude.asp
With regards to e-Assessment, Trish recommends that students be given an opportunity to practice uploading their work before the real thing. Don't be too prescriptive and allow students to be creative. Take some risks and refine as you go along. Provide opportunities to develop the skills needed in an incremental way throughout your module.
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