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Notes on Teaching with Slack – Zach Whalen. Slack is communication software popular for handling workplace information flow, project management, customer support, and all kinds of other things. It’s useful for professional teams, but it’s also convenient for just about any other community that needs a quick place for synchronous and asynchronous conversation and collaboration. Last semester, I started using Slack with one of my classes in an unofficial, low-key experiment — basically just a backchannel during class and a place to dump files and links.

That was fun, so this semester I’ve gone even further. For Digital Studies 101, where my colleagues Lee Skallerup Bessette and Jesse Stommel are also teaching sections, we’ve got a single Slack domain for all 100+ of our students. I want to write this post now even though I’m right in the middle of this move; I’m definitely still continuing to figure things out, and it’s still the early days in the semester when things that may crash and burn later still haven’t. What is Slack? One final nail in the Learning Styles coffin… We have scotch’d the snake, not kill’d it: She’ll close and be herself, whilst our poor malice Remains in danger of her former tooth.Shakespeare, Macbeth Just when you think you’ve found a way to put the tortured soul of Learning Styles out of its pitiful misery, it lurches horribly back to life. For a moment I almost believed my last post, The Learning Styles myth debunked on the back of an envelope might have done the trick.

Sadly not. If anything, all I succeeded in doing was opening up a new front for misunderstanding. Here was the 4-step debunking: People have preferences for how they learn.All people learn better when more senses are engaged.Some people need additional modalities more than other people.No one suffers from the addition of a modality that’s not their favourite. The main criticism seems to have taken the shape of saying, Yeah, but isn’t modality just another way of saying preference? No. Like this: Like Loading... Neural Activity in Quickest Learners Differs From the Slowest. A team of researchers, including UCSB’s Scott Grafton, provides new insight into what occurs in the brain during the learning process. Why are some people able to master a new skill quickly while others require extra time or practice?

That was the question posed by UC Santa Barbara’s Scott Grafton and colleagues at the University of Pennsylvania and Johns Hopkins University. To find the answer, the team designed a study that measured the connections between different brain regions while participants learned to play a simple game. The researchers discovered that the neural activity in the quickest learners was different from that of the slowest. “It’s useful to think of your brain as housing a very large toolkit,” said Grafton, a professor in UCSB’s Department of Psychological & Brain Sciences. At UCSB’s Brain Imaging Center, study participants played a simple game while their brains were scanned with fMRI. The complexities of learning Comparing executive function. (4) The academic manifesto: From an occupied to a public unversity | Hans Radder. To falter, as is demonstrated by a large number of comprehensive and thorough analyses. Meanwhile, the sheep endeavour to bring the absurd anomalies of the occupation to the W olf’s attention by means of an endless stream of opinion articles, lamentations, pressing letters and appeals.

In turn, the Wolf reduces these to mere incidents, brushes them aside as inevitable side effects of progress, or simply ignores them. Although our description and evaluation were written from the perspective of Dutch universities, the gist of our account (and quite a few details) applies to other countries as well, especially in Europe. While management ’s occupation may not be as advanced in the Netherlands as it is in England (Holmwood 2011), it has already established a powerful continental bridgehead (De Boer, Enders and Schimank 2007).

Anagement’s occupation, s cientists are measured against one another with endlessly changing yardsticks. Make the ‘output’ fit the accountants’ spread sheets. ‘h index’). stupid. Rubrics for Assessment. Teachers who integrate technology into student activities and projects often ask us this question - “How do I grade it?” Fundamentally, assessing multimedia activities and projects is no different than evaluating traditional assignments, such as written essays. The primary distinctions between them are the unique features and divergent possibilities associated with their respective medium. For instance, a blog has a unique set of possibilities (such as hypertext, embedded video, interactive imagery, etc) vastly different than those of a notebook (paper and pen notes and drawings within a contained document).

The first thing to realize is that you cannot separate the user from the device. iPads, Chromebooks, and tech tools themselves don’t demonstrate great learning; it’s about what students do with the technology that matters. Psychology students struggle to cope with mathematical and statistical demands. Skills in Mathematics and Statistics in Psychology and tackling transition, is one of a series of reports produced by the Higher Education Academy STEM project 2014: Skills in Mathematics and Statistics in the disciplines and tackling transition. The six discipline-specific reports accompany an overarching report, Mathematical transitions, and present findings of a major project funded and run by the HEA which looked at the mathematical and statistical needs of undergraduate students in disciplines including Business and Management, Chemistry, Economics, Geography, Psychology and Sociology.

They consider the mathematical demands of these subjects, what the HE departments are doing to meet the students’ needs, staff and student expectations and the signalling HE provides about the need for mathematical and statistical skills. Throughout a particular emphasis is placed on the transition into university study. BishopBlog: Some thoughts on use of metrics in university research assessment. The UK’s Research Excellence Framework (REF) is like a walrus: it is huge, cumbersome and has a very long gestation period. Most universities started preparing in earnest for the REF early in 2011, with submissions being made late in 2013. Results will be announced in late December, just in time to cheer up our seasonal festivities.

Like many others, I have moaned about the costs of the REF: not just in money, but also the time spent by university staff, who could be more cheerfully and productively engaged in academic activities. The walrus needs feeding copious amounts of data: research outputs must be carefully selected and then graded in terms of research quality. Over the summer, those dedicated souls who sit on REF panels were required to read and evaluate several hundred papers.

Come December, the walrus digestive system will have condensed the concerted ponderings of some of the best academic minds in the UK into a handful of rankings. But is there a viable alternative? Howard Gardner: ‘Multiple intelligences’ are not ‘learning styles’ The fields of psychology and education were revolutionized 30 years ago when the now world-renowned psychologist Howard Gardner published his 1983 book Frames of Mind: The Theory of Multiple Intelligences,” which detailed a new model of human intelligence that went beyond the traditional view that there was a single kind that could be measured by standardized tests. (You can read his account of how he came up with the theory here.) Gardner’s theory initially listed seven intelligences which work together: linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal and intrapersonal; he later added an eighth, naturalist intelligence and says there may be a few more.

The theory became highly popular with K-12 educators around the world seeking ways to reach students who did not respond to traditional approaches, but over time, “multiple intelligences” somehow became synonymous with the concept of “learning styles.” By Howard Gardner Two problems. Problem #2. 1. Research assessment, altmetrics and tools for determining impact: Reading list for #HEFCEmetrics review launch. The Threshold Concept. Trafficlifecycle.png (PNG Image, 1160 × 838 pixels) - Scaled (88%) Is not available. Improving student assessment. The issue Effective assessment has greater bearing on successful learning than almost any other factor.

Increasing student numbers are adding to marking workloads for staff and students express more dissatisfaction with assessment and feedback than with any other aspect of their learning experience, according to the National Student Survey (2011). How technology can help Technology can enable different, new and more immediate methods of assessment, helping to reduce staff workloads whilst improving the quality of assessment and feedback for students.

Resources Looking ahead Our new Assessment and Feedback programme, which runs to August 2014, is focusing on large-scale changes in assessment practice supported by technology, with a view to delivering information on tangible benefits and transferable practice. E-learning case studies. Don't show this message again This site uses cookies to allow customisation and to collect anonymous web metrics - how we use cookies Support for... Find your region Click appropriate area on the map above or view a list of links to Regional Support Centres (RSCs). E-learning case studies Welcome to our learning provider case studies, a library featuring some of the best e-learning practice taking place amongst our learning providers in the UK. Many of these case studies have been transferred from the LSIS Excellence Gateway.

Search by themes Click on any theme in the tag cloud above (hover your mouse to expand small text) and you will be taken to our Delicious Case Study website and presented with a list of case studies filtered on the selected theme. Highlighted case studies South Staffordshire College: Innovative, technology rich learning spaces engage students - See more at: /case-studies/other-regions/south-staffordshire-college-wm72.aspx#sthash.8omMG6rE.dpuf Search by tags Powered by.

Research into teaching excellence published today. Date: 08-10-2013 The first stage of research designed to develop a shared understanding of what is meant by teaching excellence in higher education is published today by the HEA. Teaching excellence is at the centre of national and international higher education policy discourse. In the wake of recent government policy initiatives in the UK, higher education providers are increasingly seeking to demonstrate their excellence in teaching, as well as research. Internationally the term ‘excellence in teaching’ is widely found in many policy documents. Yet there is little narrative around what is meant by ‘teaching excellence’ and there is no agreed concept of excellence in teaching. In response, the HEA has initiated a programme of research to develop a shared understanding of what constitutes teaching excellence. “A framework for teaching excellence could have many functions.

Flexible learning: a practical introduction for students. The guide aims to provide information about some of the basics of flexible learning with a view to helping students know and understand fundamental issues. It should help students to make informed decisions, be reassured about any uncertainties and anxieties, and have many of their questions answered. Flexible learning is being widely promoted across the sector as an important form of delivery in the future of HE. Having said this, many students do not fully understand or have experience of non-traditional delivery.

The guide is one of the recommended outcomes from a HEA flexible learning summit which took place in the 2011-12 academic year and reflects the experience of the group of delegates who attended. In articulating many of the key dimensions of the flexible learning work actively supported by the HEA, it aims to inform, reassure and inspire potential students who are trying to decide whether a flexibly-delivered programme is likely to meet their needs. Student expectations and perceptions of higher education.

Student expectations and perceptions of higher education In 2012 the Quality Assurance Agency (QAA) commissioned King’s College London, led by Dr Camille B. Kandiko, to undertake research into student expectations and perceptions of the quality of their learning experience and the academic standards of their chosen programmes of study. A parallel project took place at the University of Bath under the leadership of Gwen van der Velden, which explored student engagement practices in UK higher education institutions. This project provides illustrative examples of the issues affecting students in the first year of a funding model in England that is significantly different both to that in existence in previous years and to that operated in the other countries of the UK.

Project publications: Project aims The findings of this project aim to provide: Project team The project team has been led by Dr Camille B. The changing face of assessment and feedback webinar. Date: 4 December 2013 (1-2 pm) Presenters: Gill Ferrell, Lisa Gray, Anne Jones, Karen Fitzgibbon, Gwyneth Hughes, Julie Vuolo Summary Over the past two years, the Jisc Assessment and Feedback programme has worked with over 30 institutions in the UK further and higher education sector to pilot new approaches that address a range of challenges to better meet the needs of learners, employers and staff.

This webinar will share some of the experiences, approaches and lessons learned from these projects around key themes including: A range of resources will also be shared that can help inform you and your organisation about good practice in enhancing assessment and feedback through technology. Recording and Slides View the recording in video format (more accessible) - this is embedded in the slides (see below) or view directly at . Resources Links referred to in the session New Jisc Guides Changing assessment and feedback practice with the help of technology REAP principles.

Guides. Student approaches to learning seminar available online. Date: 16-04-2014 The HEA’s research seminar/webinar series continued on 8 April, when Dr Michael Tomlinson, University of Southampton, spoke about the impact of policy changes on student approaches and attitudes to learning in higher education (HE). The seminar coincided with the launch of a research report funded by the HEA. Dr Tomlinson revealed that the majority of students who participated in the study that informed the report spoke of having greater rights and stronger grounds for appraising and questioning the provision they received.

However, the notion of actively consuming higher education did not seem to capture the majority’s approaches. He highlighted the variations in student responses to questions about their perceptions of students as consumers, with three categories identified: active service users; positioned consumers; resistors. Dr Tomlinson’s seminar is available to view on the HEA website. Student innovation. Students' experiences and expectations of the digital environment.