BT Tower in Fitzrovia by James ClayOne interesting read this week was this post
An’Edinburgh Model’ for Online Teaching Program: Notes from a pilot run.
In this post, Dr. Michael Gallagher, a Lecturer in the Center for Research in Digital Education, describes how he and colleagues drew on current experience and study in The University of Edinburgh to inform and designing a new online class…
It was an interesting read, but I find it both interesting that we are still having difficulty with delivering and teaching online that we need to conduct pilots.
There has been considerable amounts of research and practice within this space, this is bolstered by the forthcoming A Manifesto for Teaching Online which, as indicated in the article on the’Edinburgh Model’ has been a supply for the course, much of what is distilled from the class comes in the results of the Near Future Teaching project and the Manifesto for Teaching Online.
This is a path for teaching people how to teach online and it was delivered online.
Face was conducted to face to allow the team receive quick feedback from participants and to concentrate on specific places.
In my experience and reading, people get to comprehend affordances and the challenges of producing online if they have first-hand experience of being educated online, both good and bad. A similar thing can be stated for non-online teaching (or what we sometimes call conventional or face to face teaching. This is something that all teachers will have expertise, being educated in a face to face or manner before they begin to teach themselves. Although I wonder can we teach online if we’ve never been educated online? Though the team is planning to run the class online should be said.
I guess there is for me an element of frustration that the idea of online teaching is not new, there’s been considerable research in this space, but it’s still something that we as a sector struggle with. Hopefully sharing experiences from these pilots can help, but we’ve been doing pilots for decades now…
Chinatown in Soho in London by James ClayOn Tuesday I was away to London for the “first” content meeting for the Data Matters 2020 conference. Train problems meant I had to join on the train, I had hoped to be by the time the meeting started in the workplace. I also had to leave the meeting early, as I had to travel on the tube. The encounter on the train was satisfactory, the connection went and came as did the quality of the call. I do not mind but it will reinforce the need for a connection.
By Free-Photos from PixabayOn Wednesday and Thursday I was straight back to London for the Advance HE PVC Network Meeting. There were a few intriguing sessions across the two days. The first session for the meeting was on Higher Technical Education. I was reminded of the high and level apprenticeships toolkit of Jisc.
This Higher and Degree Apprenticeships Toolkit reveals how effective application of technologies can encourage the delivery of the new apprenticeship criteria at levels 5, 4, and 6. It’s directed at universities and colleges, and organizations providing end point assessment (EPA).
The second semester was on the subject of grade inflation. This has appeared many times in the media, there’s the challenge of enhancing the quality without seeming to be inflating grades to enhance the place of your university. 1 slide wasn’t on account of the classification of university schooling or the introduction of fees and showed that the issue wasn’t the recent happenings.
I was reminded.
The importance of fiscal autonomy is something that came up as well as distinctiveness. Celebrate differences, or if we are the same?
Nostalgia about the past is valuable either. As you experienced something, does not mean that the contributing factors are the same now.
He attended the University of Bradford, in which the rate of levels awarded nearly tripled to 31 percent in 2016-17 from 11% in 2010-11.
Williamson said: “I’m clear that universities need to end grade inflation and I’ll be watching closely to see whether these initiatives do help to attack the matter. I anticipate the Office for Students to challenge institutions which continue to document unexplained rises in top degrees granted.”
This question is being answered by Among the things that I believed could be hard consistently across the sector as a whole and throughout all subjects inside a university.
What’s the distinction between powerful, thorough, and exceptional?
Kiss the Hippo Coffee I was at the day of the PVC Network Meeting. The first session was on the Subject Level TEF pilots.
Although the original focus of the TEF was on providing information and enhancing provision, the rhetoric seems more on providing information to students about what to research, where to research and how they can study.
Among the challenges for the subject amount TEF is currently categorizing subjects. Unlike in schooling at which an A Level Economics is normally the same across England, is the Economics degree the same across all universities? There could be large differences and there may be a core that are similar, although they could be comparable.
Another challenge is providing evidence of impact for the TEF submission, this is where I started to consider if data and analytics recording could make this evidence collection easier.
I had an opportunity to discuss the internet community I want to construct for our Technical Career Pathway.
My top tweet this week was that one.
Emergency Services at Oxford Circus Underground Station, such as British Transport Police, London Fire Brigade, and London Ambulance Service. #oxfordcircus pic.twitter.com/VpNbGXSQ35