#TLCwebinar Reworking The Big Agency as an interactive employability unit #MMUBigAg

At 12:30pm today, I was going to seeking to reflect on how The Big Agency has developed as a Level 5 unit at Manchester Metropolitan University. There appears to be an issue with browser access for other participants, so we have re-arranged for 10th May 2017. I’m looking forward to hearing from others, queries as to what might/might not have worked, and suggestions for other options to try: #TLCwebinar Reworking The Big Agency as an Continue Reading →

[VIDEO] Social Media in Teaching and Learning with @andymiah

A good summary of core learning and teaching thinking about social media over the past few years, and a number of practical tips – including – who is your (student) audience – and how can you capitalise on what they already know how to use, and where is the confidence with staff, how do universities look at this in an overview – and still hold on so tightly to VLEs, where are the boundaries between Continue Reading →

Group Work: Not Pulling Your Weight?

I’m really interested in group dynamics (see mini project undertaken as part of PGCLTHE), so an interesting case study here: “Academically ambitious students contribute to moving the average up – unenthusiastic students and shirkers do just the opposite,” he added. Indeed, some hard-working students may even defect to “the dark side” of the slackers if they saw their classmates getting away with minimal effort, he continued. To combat this problem, students were offered the chance Continue Reading →

MOOC: From Mania to Mundanity?

As I think about starting my first MOOC (more to see about the process, although the topic of web science could be an interesting one), an interesting piece in Times Higher Education: The supernova effects of massive open online courses include a warping of time. Academics running Moocs report working 100-hour weeks. FutureLearn invites applause for its burn rate: 10 months from zero to a full clutch of courses. The Department for Business, Innovation and Skills Continue Reading →

How many hours should a student work?

Always a core question – how many hours should a student be working – we worked it at 150 hours per module in my last University, of which around 36 per semester were likely to be taught sessions, plus some tutorial time, with the rest deemed self-focused learning: If some students worked only half the hours of their counterparts at rival universities, he asked, “is it plausible that they’ve achieved the same outcomes by the Continue Reading →

Learning Lessons from History: Titanic

As we hit a century since the Titanic sank, and James Cameron’s film makes it back into the cinema in 3D, there’s a great article in Times Higher Education re the lessons that can be learnt from across a range of subjects: On his office wall, James Reason displays a reproduction of a poster that was used to advertise tickets on the RMS Titanic. The choice was a deliberate one for Reason, an emeritus professor of psychology at Continue Reading →

Learning and Teaching Excellence Centres: Any Value?

Hmmm, I work in the Learning and Teaching Development Unit. I wonder how much impact we’ve had…. The Times Higher Education doesn’t feel much over the past few years: Negotiations and consultations with a powerful, self-regarding sector led to a different outcome altogether. The universities lobby succeeded in transforming the idea of extra payments to excellent teaching departments into money for quasi-research units that would “recognise” teaching. They would really have liked the cash without any Continue Reading →

Learning at the University of Winchester (2009)

35 hours were offered to overhaul and streamline the learning and teaching section of the University of Winchester portal in January 2009, taking a muddled and visually uninspiring set of pages, and making them usable and functional, within the University portal structure. I have since been employed for a few hours a month to maintain the site, adding further developments as appropriate, and continuing to improve the general structure in response to feedback. Whilst the Continue Reading →