Mini Bites Sessions
Mini Bites are one-hour sessions where academics demonstrate and or discuss specific technologies they have used in their teaching or to support student learning. The technologies discussed in each session are all technologies that could be implemented by any academic at UEA.Places are limited so please book your place by emailing Tim York, t.york@uea.ac.uk. Tea and coffee will be available at the beginning of each session.
- An introduction to Interactive Whiteboards & visualisers (Helena Gillespie)
- Exploring assessment and technology (Rob Grant & Andy Vassallo)
- Recording teaching to support learners (Matthew Sillence, Katherine Deane & Simon Lancaster)
- An introduction to Twitter and Facebook (Simon Lancaster, Toby Smith & Sarah Drake)
If you would like more information about any of the sessions feel free to contact the speakers directly or get in touch with Jo Bruce, Learning Technologist, joanne.bruce@uea.ac.uk or call 3237.
An introduction to Interactive Whiteboards & visualisers
Date & Time: Thursday 28 February, 1-2pm, TPSC 1.5Speaker: Helena Gillespie, EDU - Whiteboards & Visualisers
Description:
This session gives an introduction to using interactive whiteboards and visualizers in your teaching. There will be an introduction to the basic tools and suggestions about how and why you could use these technologies to create, collate and annotate teaching materials to increase student engagement in learning.
Booking: 50 places available, book by emailing Tim York, t.york@uea.ac.uk
Exploring assessment and technology
Date & Time: Wednesday 13 March, 1-2pm, iLabSpeakers: Rob Grant, DEV - Self and Peer Assessment Tool in Blackboard and Wikis
Andy Vassallo, NBS - Diagnostic testing for academic skills development
Description:
Rob Grant
“How to provide quick, personalised feedback? How to get students to reference sources properly? How to facilitate collaborative work and assess groups fairly? How to show students the relevance of ‘research methods’ to the subject they actually came here to study? Over the last two years two Blackboard tools have helped me to address these and other tricky questions in teaching a first year DEV methods module with 60-90 students. First we will consider the ‘Self and Peer Assessment tool’ which was used for formative assessment. This tool allows students to hand in work on line, then redistributes the submissions automatically among the class, with each student being asked to give feedback on the work of a few classmates, as well as reflecting on their own performance. Next we discuss the use of wikis in the module. Along with Blackboard’s ability to group students, these provided a very effective platform for both formative and summative assessment of group work.”
Andy Vassallo
"Using technology as an enabler to improve engagement, performance and results offers attractive returns to students and Universities alike. This presentation provides examples of teaching methodologies which effectively deliver interactive and flexible learning packages to develop academic skills and using diagnostic testing as a basis for targeted skills development support. The programme utilises a CRM approach to data management to capture information of student engagement and performance to inform further support as required."
Booking: 16 places available, book by emailing Tim York, t.york@uea.ac.uk
Recording teaching to support learners
Date & Time: Wednesday 20 March 1-2pm, LaRC2Speakers:
Simon Lancaster, CHE - Flipped teaching
Katherine Deane, NSC - Recording Teaching from the desktop
Matthew Sillence, HUM - Recording Teaching: Postgraduate Research Skills Support
Description
Katherine Deane
“Have you ever wanted to expand on a bit of a topic but felt it wasn’t suitable for a full lecture? Ever wanted to provide your students with bite-sized learning packages that they can access at their own pace? Ever wanted to talk through a document with your opinions and explanations added? Then recording a “podcast” at your desk might be the solution. I will discuss the practicalities, my experiences and student feedback on teaching from the desktop.”
Matthew Sillence
“Lecture capture technology is already used in undergraduate teaching in many universities, and is particularly suited to formal lectures that need to be delivered to large cohorts, allowing students with different learning styles to revisit the lecture content at a later date.
The use of lecture capture at postgraduate level, however, has received comparatively little attention, particularly in the arts and humanities. However, postgraduate cohorts are often away from campus for extended periods of time, typically due to periods of fieldwork or through studying part time. Attendance at personal and professional development sessions – a vital part of the postgraduate research experience – is therefore difficult for a significant minority of students.
This session considers some recent first steps in the use of lecture capture for personal and professional development skills training and its future use to support student-led initiatives, such as conferences and workshops.”
Simon Lancaster
“Do you have lots of factual material you need to convey on your course? Do you ever fear that students might find the pace of a lecture too high or the content too dry? Do you wish you had more time to interact with the students? If the answer to any or all of these questions is yes then you might want to consider flipping your teaching. In our model, students are invited to watch pre-recorded lectures. The timetabled slot then becomes an active interactive learning experience in which students are engaged with clickers, personal whiteboards and whatever else the lecturer can think of.”
Booking: 20 places available, book by emailing Tim York, t.york@uea.ac.uk
An introduction to Twitter and Facebook
Date & Time: Tuesday 16 April 1-2pm, LaRC2Speakers:
Simon Lancaster - Twitter
Toby Smith & Sarah Drake - Twitter and Facebook
Description:
Simon Lancaster
“Many academics react to the suggestion that Twitter has a legitimate place in supporting learning, teaching and the employability agenda with little more than a titter. In chemistry, student adoption of Twitter is voluntary but is encouraged by the implementation of Twitter accounts for many of our modules. Twitter is then used as a means to encourage dialogue between students and faculty. The technology can be used to create #events around activities like lab classes. While we can’t make its use compulsory we can add value by tweeting peripheral information inviting external contributions and helping students to build learning and ultimately employment networks.”
Toby Smith & Sarah Drake
"Facebook and Twitter are fun in everyday life, but even greater fun in the School of AHP! In this session, Sarah and Toby will describe how Facebook and Twitter have been harnessed as learning tools in Occupational Therapy and Physiotherapy education. They will analyse the early use of these social media networks and forecast the impact of their continued use in campus- and clinical placement-based learning."
Booking: 20 places available, book by emailing Tim York, t.york@uea.ac.uk
