Search for tag: "telfest 2019"
Digital consistency, coherence in a Programme Level ApproachThe central tenets of the Programme Level Approach (PLA) require staff to 1) take a team approach, 2) articulate programme aims clearly, 3) engage students, 4) provide quality assessment &…
From Tom Foster
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Closing Keynote: "What I've learnt about teaching online from five years working at FutureLearn".Nigel Smith is Managing Director, Courses & Learning at FutureLearn. As a key member of the senior team since March 2014, Nigel and his team are responsible for working with the company’s…
From Tom Foster
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Assessing from a distance - using technology to support remote online examsThe use of computer-based exams (CBE) is becoming increasingly popular in Higher Education. Research has shown that grades achieved in computer-based exams are comparable or better than paper-based…
From Tom Foster
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Considering appropriate assessment and a programme-level-approach when teaching methods in Geography and the Social SciencesThe learning of research methodology and skills is an integral part of a degree in the Social Sciences. Unfortunately, engaging students in methods modules can be challenging, particularly with mixed…
From Tom Foster
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Recordings - Resources for Revision or Unlimited Access?This session will consider the virtues of new lecture recording technologies now available in HE and will explore how extensively this is currently being used in the sector and to what effect. A…
From Tom Foster
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Recording hand drawn demonstration, before and during classWork has been underway at the University of Sheffield during the past academic year to develop two novel approaches for recording hand drawn demonstration. This session will share findings from both…
From Tom Foster
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The TELencephalon and more - videos for human brain anatomyIn the Medical Teaching Unit (MTU), human brain anatomy is taught via practical dissection to a very large numbers of students. Annually, within the Medical School alone, this includes 256 medical…
From Tom Foster
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Using animation to enhance engagementAs part of an engineering drawing and Computer-Aided Design (CAD) course for approximately 400 first year engineering students, I produced a series of explanatory videos using the Adobe suite,…
From Tom Foster
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Creating social learning experiences using XR technologiesDiscover the power of Extended Reality (XR) Technologies with this short presentation from WondaVR.
From Tom Foster
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An Introduction to TurningPointAn Introduction to TurningPoint: the flexible audience response and engagement tool available to all members of staff at The University of Sheffield.
From Tom Foster
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Enhancing students information and digital literacy skills using Google Sites for portfolio submissionIn recent years the Modern Languages Teaching Centre (MLTC) at the University of Sheffield saw a sharp increase in student numbers mounting up to 1,600 registrations per year. The higher student…
From Tom Foster
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Using PebblePad for Higher Level Degree ApprenticeshipsThis session will look at how PebblePad has been utilised to help both staff and students document, track progress, and complete a higher level degree apprenticeship. We will look at how the students…
From Tom Foster
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"We're still here" - using reflective nudges in online learning for reflection, collaboration, and currencyFor three years, the iPGCE at the School of Education has employed "Reflective Nudges". A "Nudge" can be an article, a specific activity or section of programme materials, a…
From Tom Foster
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Would I TEL A Lie To You?TELFest Gameshow: Would I TEL A Lie To You?‘Would I TEL a Lie to You?’ is a specially adapted gameshow for TELFest, continuing a tradition that in previous years has seen versions of…
From Tom Foster
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Shaping how students use lecture captures - an institutional approachInclusivity in learning and teaching is critical to allow students from a variety of backgrounds, with different strengths and support needs, to succeed in their studies. One way to approach this is…
From Tom Foster
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Online Policy SimulationSimulation is used frequently in ‘hard sciences’ such as medicine to learn about concepts and ways of working that are better appreciated through experiential learning and thus difficult…
From Tom Foster
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