In this informative article, Dr Michael Gallagher, a Lecturer at the Centre for Research in Digital Education, describes how he and colleagues drew on current expertise and study in The University of Edinburgh to inform and designing a new online class…
I find it interesting that we are still having difficulty with teaching and delivering online that we need to run pilots, although it was a fascinating read.
There has been considerable amounts of practice and research in this area, this is bolstered by the coming A Manifesto for Teaching Online that, as indicated in the article on the’Edinburgh Model was a supply for the course, much of what is distilled from the class comes in the outcomes of the Near Future Teaching project and the Manifesto to Teaching Online.
This is this can be a course for teaching folks how to teach online and it was delivered online.
Face was run to face to enable the team to focus on specific areas and receive quick feedback.
In my reading and experience, people get to comprehend affordances and the challenges if they have first-hand experience of being educated online, both good and bad of delivering online. A similar thing can be said for non-online teaching (or what we sometimes call traditional or face to face teaching. This is something that all teachers will have expertise, being educated in a face to face or manner till they begin to teach themselves. Though I wonder if we’ve never been educated online, can we teach online? Though the team is planning to run the course online in 17, should be said.
It’s still something that we as a business struggle with, although I guess there’s for me a part of the frustration that the concept of online teaching isn’t new, there has been considerable research in this area. Hopefully sharing experiences from these pilots will help, but we’ve been doing pilots for decades now…
Chinatown in Soho in London by James Clay on Tuesday that I was away to London for its “first” content meeting for the Data Matters 2020 conference. Train problems meant I needed to combine a meeting remotely on the train, I’d hoped to be by the time that the meeting began at the office. As I had to journey on the tube, I also had to leave the meeting early. The encounter on the train was satisfactory, the link went and came, as did the quality of the call. It will reinforce the need for a nice connection, although I don’t mind attending meetings remotely.
Image by Free-Photos from Thursday and PixabayOn Wednesday I had been straight back to London for its Advance HE PVC Network Meeting. There were a few intriguing sessions across the 2 days. The first session for the meeting was on Higher Technical Education. I had been reminded of Jisc degree and’s high apprenticeships toolkit.
Degree Apprenticeships Toolkit and this Higher reveal how powerful application of electronic technologies can support the delivery of their apprenticeship criteria at levels 5, 4, and 6. It is aimed at universities and colleges, and organizations delivering end point assessment (EPA).
The next semester was on the sensitive subject of inflation. This has appeared several times in the press There is the challenge of improving the standard without appearing to be inflating grades to improve the place of your college from the league tables. One slide wasn’t on account of the introduction of fees or the falsification of college education and showed that the problem was not recent phenomena.
I was also reminded.
The significance of fiscal autonomy is something that came up along with institutional distinctiveness. Celebrate differences, or if we are the same?
Nostalgia about the past isn’t necessarily valuable. Just because you have undergone something, does not mean that the factors are the same.
He attended the University of Bradford, where the speed of first-class levels awarded almost dropped to 31% in 2016-17 from 11% in 2010-11.
Williamson said: “I am clear that universities need to end grade inflation and I will be watching closely to see whether those competitions do help to tackle the issue. I expect the Office for Students to battle institutions that continue to document unexplained climbs in top degrees awarded.”
One document that did prove intriguing was in the QAA that sets out common descriptions of the four main degree outcome classifications for bachelor’s degrees with honors – 1st, 2.1, 2.2, and 3rd.
This query is being answered by one of the things that I felt would be challenging across all areas inside a university and across the sector as a whole.
What’s the difference between comprehensive powerful and exceptional?
Kiss the Hippo Coffee I had been at the day of the PVC Network Meeting. The first session was on the Subject Level TEF pilots.
Today the rhetoric appears much more on providing information to prospective students where to research and how they can study to the original focus of the TEF was on both provide information and enhancing provision.
One of the challenges for the subject amount TEF is currently categorizing subjects. Unlike in education where an A Level Economics is the same across England, is an Economics degree the same across all universities? They could be similar, and there can be a core that is similar, but outside that heart, there could be large differences.
Another challenge is providing evidence of the effect to the TEF entry, this is really where I began to consider if data recording and analytics could make this evidence collection simpler.
I had a chance to go over the community I wish to build to our Technical Career Pathway.