If you have any questions concerning the content of the sessions, and how appropriate they are for you, please email the Elevate Team (elevate@ucs.ac.uk).
Thursday, 27 February 2014
Bookings open for face to face digital literacy sessions in March 2014
If you have any questions concerning the content of the sessions, and how appropriate they are for you, please email the Elevate Team (elevate@ucs.ac.uk).
Tuesday, 4 February 2014
New programme soon to be announced: March & April 2014
I am glad to announce we are putting together the final touches of our next wave of digital literacy workshops, masterclasses and online courses. So, keep an eye on this blog for dates and booking information.
To wet your appetite, the working titles for the workshops (2 hour face to face sessions) include;
Rationale
The rationale for this course is to support the growing interest from lecturers around how to more effectively use technology enhanced learning to improve their face to face teaching.
Aims
The aim of this workshop is to help teaching staff to contextualise what a flipped classroom offers the teaching model, identify current good practice and the tools which facilitate their emerging learning designs.
Learning Outcomes
By the end of this online course participants should be able to answer the following questions;
This is to be provided as a standalone CPD online course which includes a number of milestone (assessments) points. The completion of all the milestone will result in a Certificate of Attendance.
The underpinning educational approach is a social constructivist framework. The learning model will be a group activity to create a wiki based guide, with pages organised around the questions within the intended learning outcomes. To help group dynamics and support for online learners there will be a number of online socialisation activities, and the course facilitator(s) role will be to facilitate developments and monitor the work packages.
The underlying learning design assumptions are:
This module follows a Certificate of Attendance approach. Where, you are classified as attending if you complete all the milestones within the time frame. The milestones include;
Socialisation
To wet your appetite, the working titles for the workshops (2 hour face to face sessions) include;
- Enhance your learning using Social Media
- How do you design social learning into our e-learning activities?
- Understanding Copyright for Digital Media
- Designing Collaboratively (Group) Online Learning Activities
- Collaborating with others using Google
- Using RefWorks for resource management
- Getting Started with LearnUCS
- Designing and creating effective presentations
- Designing and creating effective academic posters
Building on the success of last time, we'll also be offering six online courses (equivalent learning outcomes to the face to face workshops). The following documentation is for the
What does the flipped classroom offer your teaching?
The rationale for this course is to support the growing interest from lecturers around how to more effectively use technology enhanced learning to improve their face to face teaching.
Aims
The aim of this workshop is to help teaching staff to contextualise what a flipped classroom offers the teaching model, identify current good practice and the tools which facilitate their emerging learning designs.
Learning Outcomes
By the end of this online course participants should be able to answer the following questions;
- LO1: What is meant by the term flipped classroom?
- LO2: What are some of the underpinning educational models?
- LO3: What evidence is there to support a flipped classroom in UK HE?
- LO4: What concerns are there around flipping the HE classroom?
- LO5: What technology enhanced learning designs suit a flipped classroom?
This is to be provided as a standalone CPD online course which includes a number of milestone (assessments) points. The completion of all the milestone will result in a Certificate of Attendance.
The underpinning educational approach is a social constructivist framework. The learning model will be a group activity to create a wiki based guide, with pages organised around the questions within the intended learning outcomes. To help group dynamics and support for online learners there will be a number of online socialisation activities, and the course facilitator(s) role will be to facilitate developments and monitor the work packages.
The underlying learning design assumptions are:
- Effective learning requires the inclusion of all learning models, with particular importance on social (situated - communities of practice) learning
- Effective online learning requires the student to be active within the process
This module follows a Certificate of Attendance approach. Where, you are classified as attending if you complete all the milestones within the time frame. The milestones include;
- completion of at least one of the socialisation activities, both contribution and response to others contributions
- contribution (in terms of the text and/or comments) to each of the wiki pages
Socialisation
- Discussion Board: “Look out the window and describe what you see?”
- Discussion Board: “Who would you invite to a dinner party and why? Respond to other contributions, what questions would you like to ask them?”
- What is meant by the term flipped classroom?
- What are some of the underpinning educational models?
- What evidence is there to support a flipped classroom in UK HE?
- What concerns are there around flipping the HE classroom?
- What technology enhanced learning designs suit a flipped classroom?
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