FW: How do learners experience the development of digital capabilities in the curriculum?

 

The next ELESIG webinar is Wednesday 2 May. Details of this and forthcoming webinars below. Please circulate.

 

How do learners experience the development of digital capabilities in the curriculum?

Tünde Varga-Atkins, University of Liverpool

http://uni-of-nottingham.adobeconnect.com/elesigmay2018/

12 – 1pm British Summer Time, 2 May 2018

The development of digital capabilities has received much attention in education in the last few years. My doctoral study, adopting JISC's digital capabilities framework, aims to explore how the development of digital capabilities are planned, enacted and experienced in the curriculum in particular disciplinary contexts using multiple-case study methodology. The units of analysis will encompass undergraduate modules from two disciplines (engineering and management), drawing on a range of informants' data, including academic, employer/professional, student perspectives - and documentary sources. In this webinar, I will focus on reporting students' experience of their development of digital capabilities. I will also discuss the research methods I have drawn on, such as documentary analysis, interviews, surveys and observation and what I have learnt about using these methods for learner experience research.

 

Moving from consultation to conversation: Shaping how we understand where technology and learning intersect with the lives and experiences of students at the LSE

Peter Bryant, University of Sydney

http://uni-of-nottingham.adobeconnect.com/elesigjune2018/

4-5pm British Summer Time, 8 June 2018

Research is a critical part of any consultative process to inform strategic pedagogical change.  Exploring and understanding the student voice is a complex part of that process, and one which is often rent with policy, institutional and disciplinary tensions.  This webinar will discuss some of the ways in which the student voice can be better represented in evaluative and consultative research about teaching and learning.  Using our three-year research project called LSE2020 as an example, we will explore the use of conversational techniques, video interviews and other methodologies to expose and integrate student voice at a strategic level.

 

How do students respond to seeing data about themselves presented via a Learning Analytics Dashboard?

Liz Bennett, University of Huddersfield

http://uni-of-nottingham.adobeconnect.com/elesigjuly2018/

12 – 1pm British Summer Time, 16 July 2018

How do students respond to seeing data about themselves presented via a Learning Analytics Dashboard?  For instance, how does it feel to know that you are 150th in a cohort of 160? This webinar reports on the findings of scoping study funded by the Society for Research in Higher Education. The findings challenge the dominant ways that learning analytics is being addressed by the Learning Analytics community and helps to understand the individual way that a student responds to their data.  The consequences for institutions as they develop their use of learning analytics will be discussed.

 

What can participatory methods contribute to learning technology research in HE?

Jane Seale, Open University

http://uni-of-nottingham.adobeconnect.com/elesigsept2018/

4        – 5pm British Summer Time, 4 September 2018

At the heart of participatory methods is the principle of researching and designing with rather than on people. Participants are encouraged to own the outcome of the research or design process by setting the goals and sharing in decisions about processes. Participatory methods attempt to engage participants in the whole process from design through to evaluation. In this presentation I will draw on examples from my own research into accessibility and the use of technologies by disabled students to discuss who is silenced and ignored in the field of disability, accessibility and learning technology and why, and what opportunities and challenges might arise through the use of participatory methods to give voice to those who are silenced and ignored?

 

 

 

 

 

 

 

 

 

Professor Rhona Sharpe

Head of Department of Technology Enhanced Learning


Tel: +44 (0) 1483 683350
Email: r.sharpe@surrey.ac.uk

University of Surrey, Guildford, Surrey, GU2 7XH, UK

 

 

 

FW: Registration and Call for Papers Open: Enhancing Student Learning Through Innovative Scholarship 2018 Conference

 

 

Enhancing Student Learning Through Innovative Scholarship:

Exploring Transitions in Higher Education for Students and Staff

11^th and 12^th July 2018*, University of Bristol, http://tinyurl.com/q8uhhx4

 

In this fourth conference in the Enhancing Student Learning Through Innovative Scholarship series the focus is on exploring the transitions and mechanisms by which students and staff are supported and support each other in succeeding in enhancing their academic practice.

Transitions in, through and out of Higher Education impact on both students and staff in today’s University.  Staff and students grapple with an increasingly complex HE environment with changes to the job market and challenges of uncertainty over their future they pass through a number of complex transitions into, within and out of higher education.

At the same time, the marketization of Higher Education and the impact of increasing student numbers, workloads and uncertainties over the impact of the TEF alongside REF are amongst a range of factors that both encounter.

Against this complex background, the interface between teaching and learning that both parties work within provides a challenging, engaging and supportive environment to work through many of these issues.

Contributions are invited on the role of teaching focused academics in the following topics:

• Enhancing employability through curriculum design
• Confidence & resilience as key skills for transitions
• Balancing student satisfaction with engaged learning
• Enhancing learning through inclusive teaching spaces

 

In a new move for 2018, we are looking to a range of short 5 minutes talk each a “Snapshot” talk. Snapshots will be combined along themes into groups of 4-6. We’ll then have a snapshot session where groups of snapshots are presented together followed by 20-30 mins for discussion at tables of how these ideas could be explored by delegates in their own contexts.

Asides from invited keynotes (TBA), contributions may take the form of

• Talks (15 mins)
• Snapshots (5 mins)
• Panel Discussions (1hr)
• Workshops (2 hr)

 

Further details for the conference, including submission of abstracts and registration(now open)  is available at http://tinyurl.com/q8uhhx4. Call for papers closes 14^th May 2018.  * Note new conference dates.

 

 

 

Dr Jane Pritchard, SFHEA, NTF
Educational Development Manager
Academic Staff Development
University of Bristol
4th Floor, Augustine's Courtyard, Orchard Lane
Bristol
BS1 5DS

0117 928  7776
jane.pritchard@bristol.ac.uk

 

 

 

 

 

FW: HEIR Network Conference 2018 - 20th and 21st September at RCSI in Dublin

 

APOLOGIES FOR CROSS-POSTING

 

This conference may be of interest to list members.

 

UK and Ireland HE Institutional Research Network (HEIR) Conference 2018

This years’ HEIR conference will take place at the Royal College of Surgeons in Ireland (RCSI) (Dublin, Ireland) on Thursday 20^th and Friday 21^st September 2018. The conference theme is “The Changing Landscape of Higher Education – Challenges and Opportunities for Institutional Research”, which will be explored through four conference tracks:

·         Technology, big data and the future of higher education

·         Measuring and driving institutional performance and institutional reputation

·         Students of the future

·         Policy and engagement

 

Keynote Speakers

HEIR 2018 will include keynote presentations from:

·         Professor David Gibson Director of Learning Futures at Curtin University in Australia and UNESCO Chair of Data Science in Higher Education Learning and Teaching

·         Louise Simpson, co-founding Director of The Knowledge Partnership UK, and Director of The World 100 Reputation Network.

·         Professor Ferdinand von Prondzynski, Principal and Vice-Chancellor, Robert Gordon University.

 

Who should attend?

The HEIR conference brings together a community of higher education professionals with an interest in using or providing information and analysis to inform institutional planning, policy formation and decision making in the areas of strategy development, teaching & learning, quality, institutional performance and institutional effectiveness.

 

Call for papers & Registration

The call for papers is open until Friday 11^th May April 2018.  Submit your abstract here.

Registration is now open, and early bird rates are available until Monday 28^th May 2018. 

 

 

Steve Woodfield

Associate Professor (Institutional Research) | Kingston University |Strategic Planning & Data Insight |Grove House|Penrhyn Road|Kingston upon Thames|KT1 2EE |x 65551|DD:  +44 (0) 20 8417 5551 | email:  s.woodfield@kingston.ac.uk |Twitter: @sjwku

 

 

 

FW: Unravelling Assessment and Feedback Literacy Symposium - 18th June 2018

 

Myself and a colleague, Dr Naomi Winstone, are excited to share with you details of a symposium that we are organising, entitled 'Unravelling Assessment and Feedback Literacy'. 

 

The symposium is due to take place on Monday 18th June 2018 (9am-5pm) at the University of Surrey.   It aims to support the conceptualisation and enactment of assessment and feedback literacy in higher education and includes a keynote by Professor David Carless (Hong Kong University), workshops by Professor Carol Evans (Southampton University) and Professor Tansy Jessop (Southampton Solent University), nine parallel sessions, as well as an HEA facilitated panel discussion to conclude the day. 

 

Tickets cost just £55 per person, include lunch and refreshments throughout the day, and are selling quickly.  Places can be booked using the following link:

 

https://store.surrey.ac.uk/conferences-and-events/department-of-higher-education/conferences-events/unravelling-assessment-and-feedback-literacy-symposium-monday-18-june-2018

 

We would be absolutely delighted if you would like to join us. 

Please do not hesitate to contact us if you have any queries.

 

Kind regards

Emma

 

Dr Emma Medland

Lecturer in Higher Education

Department of Higher Education

University of Surrey

Guildford, Surrey.  GU2 7XH

 

Email: e.medland@surrey.ac.uk

Tel.: 01483 683110

FW: Invitation: Sheffield Hallam University Learning and Teaching Conference 2018

 

We are pleased to announce that the call for contributions to Sheffield Hallam’s 2018 Learning and Teaching Conference are now open!  Full details about this year’s theme are available on our conference webpage:     'Student Success - from conversation to transformation'

 

We invite you to be inspired and challenged by keynotes from Dr Gurnam Singh (NTF), Principal Lecturer in Social Work at Coventry University and visiting professor at Chester University who will focus on ‘reimagining the problem of Degree attainment’; and  also from Dr Sam Grogan, Pro Vice Chancellor for Student Experience at the University of Salford, and Director of the Teaching Excellence Alliance who will share outcomes of a recent large scale project on learner acquisition and development.

 

There will also be input from an expert panel which includes Prof Jacqueline Stevenson (Head of Research in the Sheffield Institute of Education) a nationally recognized sociologist of education with a particular interest in policy and practice relating to attainment, equity, diversity, access and student success in Higher Education; and Richard Shiner, Head of Evidence and Effective Practice (Office for Students) who will provide some idea of the national context of student success. Additionally, there will be a busy programme of talks, walkshops, reading groups and poster sessions.

 

As in previous years, we are keen to extend the call for contributions to colleagues working across the sector.  The deadline for submissions is 4pm on Monday  30th April for external participants.  We encourage you to submit a brief abstract - further  details  on the themes/formats and instructions for submission are provided on the conference webpage.

 

If you have any questions about the conference call, please get in touch with the conference team at: shucpd@shu.ac.uk

Registration for the conference will open in May – follow us on Twitter at @SHU_AcDev for the latest updates!

 

Dr. Lindy-Ann Blaize Alfred FHEA | Senior Lecturer,  Academic Professional Development | LEAD

Tel: 0114 225 6662 |

LEAD website: https://blogs.shu.ac.uk/lead/

TALENT website: https://blogs.shu.ac.uk/talent/

 

Equity through curriculum transformation: the future of widening participation? Tickets, Tue, 5 Jun 2018 at 09:00 | Eventbrite

Equity through curriculum transformation: the future of widening participation? Tickets, Tue, 5 Jun 2018 at 09:00 | Eventbrite:



The value of higher education is currently the focus of intense public debate but more fundamental questions are also emerging about its purpose in a globalised world. As HEIs seek to attract and retain a more diverse student body the historic inequities embedded in the curriculum and pedagogies of the academy become ever more apparent. At the same time HEIs are facing the challenges of offering a transformative learning experience underpinned by a curriculum that will prepare students for global citizenship in the 21st century.



'via Blog this'

FW: Reminder: Enhancing Student Learning Through Innovative Scholarship 2018 Call for Papers

 

 

 

Enhancing Student Learning Through Innovative Scholarship:

Exploring Transitions in Higher Education for Students and Staff

11^th and 12^th July 2018*, University of Bristol, http://tinyurl.com/q8uhhx4

 

In this fourth conference in the Enhancing Student Learning Through Innovative Scholarship series the focus is on exploring the transitions and mechanisms by which students and staff are supported and support each other in succeeding in enhancing their academic practice.

Transitions in, through and out of Higher Education impact on both students and staff in today's University.  Staff and students grapple with an increasingly complex HE environment with changes to the job market and challenges of uncertainty over their future they pass through a number of complex transitions into, within and out of higher education.

At the same time, the marketization of Higher Education and the impact of increasing student numbers, workloads and uncertainties over the impact of the TEF alongside REF are amongst a range of factors that both encounter.

Against this complex background, the interface between teaching and learning that both parties work within provides a challenging, engaging and supportive environment to work through many of these issues.

Contributions are invited on the role of teaching focused academics in the following topics:

• Enhancing employability through curriculum design
• Confidence & resilience as key skills for transitions
• Balancing student satisfaction with engaged learning
• Enhancing learning through inclusive teaching spaces

 

In a new move for 2018, we are looking to a range of short 5 minutes talk each a "Snapshot" talk. Snapshots will be combined along themes into groups of 4-6. We'll then have a snapshot session where groups of snapshots are presented together followed by 20-30 mins for discussion at tables of how these ideas could be explored by delegates in their own contexts.

Asides from invited keynotes (TBA), contributions may take the form of

• Talks (15 mins)
• Snapshots (5 mins)
• Panel Discussions (1hr)
• Workshops (2 hr)

 

Further details for the conference, including submission of abstracts and registration is available at http://tinyurl.com/q8uhhx4. Call for papers closes 30^th April 2018.  * Note new conference dates.

 

FW: **Student Voices Confirmed** OU Workshop- Supporting Students with Caring Responsibilities

 

 

 

***Student Voices Confirmed*** Reserve your free place !

Workshop discussions included with student participation which aims to look at different areas institutions can work to improve support for students with caring responsibilities alongside studying. Delegates will leave with some practical actions to implement within their own institutions. Refreshments are provided at the event.

·      Keynote Speakers:

• Understanding the needs of caring experienced learners- Mary Larkin, Open University
• Supporting Caring experienced Learners, a local and national perspective- Priya Clarke, Queen Mary’s University  
• Understanding and supporting caring experienced learners - what institutions are doing- Andrew Rawson, Action on Access

When: Tuesday 17^th April 10:15AM-13:30PM

What: OU Workshop: Supporting the Supporters- Care Experienced Learners

Where: Meeting Room 1, Jennie Lee Building, The Open University, Milton Keynes

Please register for the event here https://www.eventbrite.co.uk/o/the-open-university-12420997585

Contact Annie Hitchman, Seminar Coordinator for any enquiries at annie.hitchman@open.ac.uk or ou-wp-research-seminars@open.ac.uk

 

 

See you there!

 

Widening Access and Success Team

Read what we are thinking at the Access Observatory Blog

Follow us on Twitter @access_observe

 

-- The Open University is incorporated by Royal Charter (RC 000391), an exempt charity in England & Wales and a charity registered in Scotland (SC 038302). The Open University is authorised and regulated by the Financial Conduct Authority in relation to its secondary activity of credit broking.

FW: Reminder (Deadline 2nd April) CFP Disruptions, Interventions and Liminalities: Critical Performative Pedagogies stream at LCCT

The 7th annual London Conference in Critical Thought (LCCT), hosted by the Department of Politics and International Relations at the University of Westminster 29th & 30th June 2018, will offer a space for an interdisciplinary exchange of ideas for scholars who work with critical traditions and concerns. Central to the vision of the conference is an inter-institutional, non-hierarchal, and accessible event that makes a particular effort to embrace emergent thought and the participation of emerging academics, fostering new avenues for critically-oriented scholarship and collaboration. The conference is divided into thematic streams, each coordinated by different researchers and with separate calls for papers

http://londoncritical.org/wp-content/uploads/2016/02/LCCT-CFP-2016-2.pdf

Submissions are welcome for the stream: Disruptions, Interventions and Liminalities: Critical Performative Pedagogies organised by Dr Lee Campbell (University of the Arts London/University of Lincoln). 

In any pedagogical situation, you want the learners to feel safe. On the other hand, you must know that you may be faced with a group where there isn't a lot of dynamics, there's a lot of sleepiness and so on, and you [the teacher] want to somehow make them active, challenge them. Performative arts would have a lot of strategies (Manfred Schewe, 2016)

This stream asks: 'What happens when performative arts meet pedagogy?' and explores the possibilities of the emerging field of 'performative pedagogy' and its potential as useful and applicable to enabling learning across a range of artistic and possibly other disciplines. We welcome submissions from individuals and groups across all creative disciplines who deploy pedagogic approaches with an emphasis on performativity to drive learning. We invite papers that theorise, articulate and demonstrate some of the possibilities of using a critical performative pedagogy which may showcase good practice of making positive usage of performative teaching and learning. 

Joe L. Kincheloe describes critical theorists as 'detectives of new theoretical insights, perpetually searching for new and interconnected ways of understanding power and oppression and the ways they shape everyday life and human experience'. (Kincheloe, Joe L., 2008. Critical Pedagogy. Peter Lang: New York) With a similar curiosity around power plays, we are most interested in receiving submissions that reflect upon how power may be understood in critical pedagogy in relation to 'the effects of power on shaping and misshaping the pedagogical act' as a means of (re)thinking how power relations may operate in teaching practice. Applying Michel Foucault's understanding of social power (1980), we envisage performance as a tool to make power relations visible (making performance as mirroring power plays that take place in all forms of daily human existence).

Raphael Hallett has suggested that students' work tends to be valued in terms of a very circumscribed, clean, clear presentation. Disruption, intervention, liminalities are forms of expression that do not necessarily correspond with conventional criteria that lean towards focus, precision, clarity, coherence and structure. We encourage submissions where the strategies of performative pedagogy relate in some way to 'disruption', 'intervention' and 'liminality'. Performance Art (and Art per se) is predicated on rule breaking, even on discomforting audiences, especially the elitist audiences of Live Art and Performance. As Dr Jane Munro recently pointed out at Tactics of Interruption, (Toynbee Studios, London, June 2016), interruption is about 'creating new forms – allowing interruption to shape the work – not hiding them'. We are most interested in receiving papers that advocate the power of risk in teaching and learning, that explore disruption/interruption as a 'risky' pedagogic strategy to not only provoke students' participation but also to demonstrate how performative pedagogy can be effectively deployed to break implicit rules surrounding the exchange of power relation between student and teacher.

Please send submissions to: paper-subs@londoncritical.org londoncritical.org / twitter: @LondonCritical. Submissions should be no more than 250 words and should be received by (extended) Monday, April 2nd 2018.

Participation is free (though registration is required).
 
 

Political affairs in HE Forum

http://www.universitiesuk.ac.uk/events/Pages/political-affairs-in-higher-education-2018.aspx?utm_content=bufferf27c9&utm_medium=social&utm_source=twitter.com&utm_campaign=UUKevents

FW: Learning Innovation for Tomorrow event - June 2018

 

LIFT LAB – Learning Innovation for Tomorrow Event – Thursday 14^th June, Cheltenham

 

Please find attached the 'save the date' flier for the annual showcase of our LIFT: Learning Innovation for Tomorrow programme which supports transformative learning for sustainability across the University of Gloucestershire.

 

We're delighted to be joined by Professor Stephen Sterling, internationally recognized expert in Education for Sustainability, as our headline contributor.

 

The LIFT LAB event has an experimental theme and aims to support the CPD of participants to integrate sustainability pedagogy into academic practice. It includes:

 

·         Reports from our 10 new LIFT pedagogical innovation projects for 2017-18 across 7 Academic Schools and with community partners.

·         Headline expert - Professor Stephen Sterling, National Teaching Fellow, advisor to UNESCO who led the Centre for Sustainable Futures at Plymouth University.

·         Practical workshops with input from specialists in Education for Sustainability and National Teaching Fellows at the University.

·         Featured subjects: Music, Events Management, Accounting & Business, Sociology, Performing Arts, Early Years Education, Sport, History, Criminology and Graphic Design.

 

FYI - the University's Festival of Learning is Wednesday 13^th June and that evening is the inaugural lecture of Professor Arran Stibbe whose specialism is in ecolinguistics. Why not join us for both events!

 

The LIFT LAB is free to attend and includes our notoriously delicious and locally sourced sustainable lunch!

 

All welcome – please share with colleagues and networks who may be interested in this area of practice.

 

To reserve a place please email Barbara Rainbow: brainbow@glos.ac.uk.

With best wishes

 

Alex

 

Dr Alex Ryan

Director of Sustainability

 

   

 

Sustainability Team

University of Gloucestershire

DH202 Dunholme Villa, Park Campus

Cheltenham GL50 2RH

Tel: 01242 715416

Mobile: 0788 0088 189

 

Social Media:     

Website: http://glos.ac.uk/sustainability

 

Learning Innovation for Tomorrow – education change programme at UoG:

http://sustainability.glos.ac.uk/academic/learning-innovation-for-tomorrow/

 

University Educators for Sustainable Development – EU funded CPD project:

http://platform.ue4sd.eu/

 

 

 

 

 

 

 

Roz Grimmitt
SEDA Administrator
Staff and Educational Development Association
Woburn House
20-24 Tavistock Square

London WC1H 9HF

United Kingdom
Telephone: +44 (0)20 7380 6767
Roz.Grimmitt@seda.ac.uk

www.seda.ac.uk

This email and any attachments to it are confidential to the intended recipient and may be legally privileged. If you are not the intended recipient, please delete this email from your system and notify the sender.

SEDA is a UK registered charity and company (registered charity number 1089537; registered company no. 3709481).