LITEbox

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Tagged: Reflection

Reflecting on my role as LITEbox officer

  

📥  LITEbox Development

For more than a year I have been working with a team of others to help develop LITEbox alongside my studies, but unfortunately, due to graduating, I am moving on somewhere else.

This role has allowed me to meet and talk to staff from all around campus and to see the University in a way which a normal student does not. I didn't realise that there was so much support available for learning and teaching behind the scenes, nor how much effort teaching staff put in outside of lecture times. One thing I've come to appreciate is how hard everyone at the University works to help improve the education of students!

LITEbox has been developing a community of practice which is continually growing, and this has been great to see. I've recently been hearing from staff members about how they are now using technology in their teaching which they had initially heard about through LITEbox, which really shows the impact that this project is having and that not only is the project interesting but it is affecting how students are being taught.

It has been great working alongside the core team of Rob Hyde, Emma Rich, Jessica Francombe-Webb and Sarah Turpin, who have a great passion for this project, as well as the wider project team and staff members who are very keen to share their stories and successes of using technology for learning and teaching.

My role within the LITEbox project has been to seek out uses of technology around campus and promote these, either through events or through online case studies, so that staff can learn from what others around campus are doing. The events always include such a vibrant discussion session at the end which gives staff, from any faculty or department, the opportunity to explore new technologies in a way which would not be possible without this project.

The blog, which offers an online presence of the project, has had over 12,000 views in the last year. The 20 events, which allow the physical sharing of knowledge and ideas, have had over 500 attendees. One of our recent events on the issue of Copyright for teaching had over 60 attendees with two external presenters. To me this just shows how much of a success this project has become.

My personal favourite event was the 5x5 technology showcase back in February which was very well attended, and despite some last minute hiccups, ran very successfully and received lots of positive feedback. Due to the success and feedback another similar event will be run in September this year; it is a shame I won't be here to attend!

With technology constantly developing and being able to improve all areas of people’s lives, I really do hope LITEbox continues to grow, allowing both staff and students to benefit from the sharing and developing of each other’s ideas.

Not only have I been able to develop my writing and communication skills to such a great extent while working on this project, but my interpersonal skills have definitely improved through speaking with a variety of staff members from around the University. I really do feel lucky to have been offered the opportunity to work on a project which both excited me and allowed me to develop myself so much. I can only hope that my future will allow me to work on such interesting projects with people as passionate about their jobs as I those I have met through this role.

 

Faculty of Engineering & Design TEL Reflections

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📥  LITEbox Development

This post has been written jointly by Andrew Heath (Associate Dean, Learning & Teaching), and Rachel Applegate and Yvonne Moore (Faculty Learning Technologists)

 

The Faculty of Engineering and Design held its first Technology Enhanced Learning event in March. It was a great chance to hear examples of good practice from staff. We decided that a short (50 minute) session was the best for busy staff with a few very short presentations. A few key themes emerged:

  • How to encourage and manage interactions with large cohorts of students
  • Streamlining assessment practices and providing timely feedback for large cohorts was another key topic
  • Helping students to engage with external publics such as professionals in industry was also of interest.

It became clear that these topics relate to the emerging strands in the forthcoming University Education Strategy, and within this context, the Faculty is considering how to increase and improve postgraduate provision.

The presentations from the event highlighted ways in which technology can be used to facilitate large group activities, enabling students to communicate and collaborate and be assessed.

The four presentations of learning and teaching activity were:

  • Moodle – for online MCQ assessment
  • Lino-it – for sharing views anonymously
  • Audience Response System – for interactive question and answer sessions in class
  • Re:View (Panopto) student presentations – for developing employability skills.

Find out more about each of the presentation topics in the event write-up (includes a recording of the event).

It was helpful that each presenter gave a realistic view of the activities in terms of perceived success as well as barriers they faced along the way and what could be done to overcome these in future. The discussion at the end of the session identified that others could benefit from the presenters’ experiences. This sharing of good practice is key to promoting excellence in learning and teaching. It also highlighted to the Faculty Learning Technologists that there are developments going on that are quietly happening without any support from them. This opens up questions about efficiency and sharing good practice that they hope to address in the future.

The event was well attended and positively received and we’re already in the process of planning the next one, focussing on assessment and feedback. A huge thanks to the presenters, Jos Darling, Marcelle McManus, Mirella Di Lorenzo and Aydin Nassehi. Further thanks to Jos Darling (Director of Teaching, Mechanical Engineering) who also organised the event, along with Rachel Applegate (FED Learning Technologist).

 

Faculty of Science TEL event

  

📥  LITEbox Development

This blog post has been kindly written by Catherine Haines, Student Experience Officer, Faculty of Science.

 

Over 60 academics and colleagues in teaching related roles from across the Faculty of Science attended the ‘teaching enhanced learning’ event on 9 March. The event was organised by Dr Alan Hayes, the Associate Dean for Learning and Teaching and followed on from on from last semester’s LITEbox Technology Panel Debate chaired by Peter Lambert.

The event was set up in world café style with colleagues from across the faculty showcasing how they use technology in their teaching. Dr Hayes gave a brief introduction and then handed over to the presenters.

The presenters and presentations are listed below:

There was also input from colleagues across the university, including Kyriaki Anagnostopoulou and Marie Salter from LTEO, Tim Maulin from LITEbox, Dr Wali Aslam, Conor Eastop and Pascal Loizeau.

As well as showcasing how technology is being used in each department, academics were encouraged to give feedback on the barriers they face when trying to use technology in teaching. They were also asked what technologies they wanted the University to invest in.

There were four sources of consultation feedback:

  • A Linoit board was set up to gather feedback
  • Paper feedback was collected during the event
  • A live Twitter feed took place throughout the event #esciencebath
  • Socrative was used to collect feedback at the end of the event

 

The feedback produced eight key findings for teaching enhanced learning:

  1. Request for a eLearning technologist employed within the faculty
  2. Request to establish a Faculty eLearning group (monthly meetings)
  3. Request for iPads (or similar) to be provided to staff
  4. Request for more time to prepare, plan, research and evaluate
  5. Investment in technology
  6. Investment in Moodle
  7. Investment in PebblePad
  8. Investment in staff training

The event ended with Dr Hayes leading a session to gain feedback using socrative.

The event was summarised using Storify.

 

Reflecting on the TDF Public Engagement & Technology project so far...

  

📥  LITEbox Development

Just over a month ago I was fortunate enough to be recruited onto a TDF project investigating how staff use technology in their teaching to connect their students to external ‘publics’ (essentially any person or group external to the University). In a whirlwind month we are now submerged into phase one; mapping how staff across the University may be tapping into these aspects and to use technology to capture snippets of their experiences.

Back in February, our first team meeting was a quick-fire brainstorming session to give us some leads, followed by a mass-email sending session. Surprisingly speedy replies in tow, we arranged meetings with the respondents; a lesson in how difficult it is to get academics in a room at the same time. Clashing calendars aside, we successfully managed to arrange a series of coffee meetings. We entered the meetings with vague ideas of how staff might be using technology to connect their students to people outside of the University, but we had no idea just how interesting, exciting, and inspiring each of the individuals would be. The project has allowed me to connect with academics across the University with backgrounds completely different to mine, and given me an insight to perspectives other than my own. The range and variety of experiences we have had recounted to us is extraordinary, who knew it was all happening under our noses here at the University of Bath?

Admittedly not everyone met the full criteria of using technology to connect students to external publics, but that’s not to say these people were in any way less useful, interesting, or informative. The reasons provided for neglecting certain aspects of the project were intriguing and fascinating. Going into the meetings we had expected the main barrier to be lack of time, and indeed this was the case for some. But the meetings took us down paths we had never even considered; the appropriateness of technology use and the ethics of connecting with certain publics, just to name a few.

Although it is still early days in the project, there are already some important themes emerging. The first concerns the appropriateness of using technology in teaching and engaging with people external to the University. Several individuals have spoken about not just using technology for the sake of it. Technology should be used to enhance the process, which requires analysing each individual situation, thinking about what you would like to achieve, and asking the question: is technology beneficial, or even necessary?

Another important theme is discipline-specific issues and barriers. Again linking in to the above point, certain fields may be reluctant to use technologies due to their implicit and longstanding value of face to face interaction. When working with vulnerable publics, it is of utmost importance to maintain close and personal interactions, and so you have to be cautious when attempting to integrate technology into this dynamic. Equally, one must consider the public with which they may be potentially engaging, and question if it is appropriate to connect their students to such external groups. Many of the conversations we have had highlighted the importance of considering the ethics and politics surrounding connecting your students to certain publics, and what potential consequences there may be.

As phase one is drawing to a close, I’ve taken some time to reflect on my experiences of the project so far, and I have to say it’s been incredibly rewarding. The people we’ve met have been passionate and inspiring, and the knowledge and ideas they have contributed have been invaluable. Phase one has been an absolute pleasure, and I look forward to the experiences yet to come.