The Learning and Teaching Conference 2018 theme has been announced: Education for Life: celebrating partnership, encouraging innovation.
This one-day event will take place Wednesday 21 March 2018, 9am-5.30pm. Read more about the conference theme, find full details of the event and register on the conference webpage.
Call for submissions: extended deadline Friday 19 January 2018
Proposals are welcomed from academic staff, students and Professional Services staff, for individual or collaborative submissions. Further information about the conference theme Education for Life: celebrating partnership, encouraging innovation is available on the conference webpage.
All sessions will have a member of LTDS staff allocated to help in advance of the event, who will also be in the session on the day.
Workshops (45 or 60 minutes)
A hands on session to solve a problem, practice something new, showcase a method. Learning by doing. Choose a flat teaching space arranged cabaret style, or a PC cluster.
Presentations (15 minutes)
These sessions will be chaired by a member of academic staff, and wherever possible grouped into themed sessions to enable a short panel discussion and Q&A at the end.
Lightning talks (3 minutes)
A speedy way to introduce a new idea, share an approach, or ask a question. Grouped in themed sessions wherever possible. A chance to meet people doing similar things to you. Several lightning talks will be followed by a Q&A session. You can choose whether or not to use audio visual aids, or you could submit a 3 minute video!
Posters will be on display all day in the Boiler House. Poster presenters should be available by their poster to answer questions during the lunch break. Delegates will vote on their favourite and a prize will be awarded.
All submissions will be reviewed by the Learning and Teaching Conference Programme Committee, and session allocations will be confirmed by Wednesday 31 January 2018. We will wherever possible try to accommodate your preferred session, however you may be allocated a different session format, at the discretion of the committee.
There is also guidance on tailored workshops available and a ‘How To Build a Great Futurelearn Course’ course (approx 8 hours) which we can add you to. For further information or to discuss your ideas contact email@example.com
Anyone is welcome to come along to this exciting student trade fair.
Designed in response to industry and employer requests for graduates that can apply their learning, and who are entrepreneurial in their approach to developing new approaches, products and services for industry.
A chance for students to showcase their problem solving, innovation, product design and commercial awareness skills through problem-based, demand-led design.
This is about design and selling; in industry you need to present to clients and get their buy-in through a sales pitch. It takes students outside their comfort zone to look from the point of view of a client
Mechanical Engineering Trade Fair
25 April 2017
2pm to 4.30pm
Kings Road Centre
There is another Trade Fair for Computing Science on 2 May: Computing Science Trade Fair
2 May 2017
2pm to 4.30pm
Kings Road Centre
How can you engage large student cohorts in the classroom/lecture theatre?
And how could you maintain those connections when the lecture is over?
How do you make meaningful connections with all your students?
Aimed at academic and professional services staff these practical workshops draw on examples of effective practice from within the University and from outside. Ranging from using technology effectively, and utilising basic acting techniques, to creating accessible materials for everyone, we share ideas and tips you can take away and try with your large groups tomorrow.
You can attend all three, or choose the ones that best meet your needs
Creating connections: Managing large groups in the lecture theatre
Tuesday 9th May 12.00-14.00, G.07 Daysh Building
In this workshop we share tips and tricks for how we can effectively manage large groups in the lecture theatre, You’ll be able to try out some techniques for yourself in this interactive session, with case studies from colleagues from across the University and some practical exercises ranging from maintaining audience attention and using lecture theatre technology to how to stop your voice giving out as term progresses.
Staying connected: Facilitating large groups outside of the lecture theatre
Tuesday 19th September 12.00-14.00, Herschel Learning Lab, Herschel Building
The recent NUSU report on the Teaching Excellence Awards contained some gems of information from students, one of which was that they really value the activities before and after a lecture. But how do you build meaningful activities and maintain attention outside of the lecture theatre? This workshop looks at ‘the lecture sandwich’ where we share tips and get some hands on experience of using Blackboard, ReCap discussion boards etc to help build collaborative learning before and after the lecture. We also look at boundary setting and expectation management with email and in discussion boards.
Date tbc (pending timetabling)
Drawing on inclusive learning principles this cluster based hands on workshop focuses on learning for all and reaching everyone on your large group. We share tips on using multiple communication channels, and how using module handbooks, reading lists, well structured documents effectively can help get to hard to reach students.
The annual Learning & Teaching Conference for staff at Newcastle University took place on Monday 27 March 2017. Celebrating learning and teaching at Newcastle University, it was organised by ourselves on behalf of the Pro Vice Chancellor for Learning and Teaching, Professor Suzanne Cholerton.
This year’s theme was Reimagining Teaching Excellence, and the day was spread over two venues: the Lindisfarne Room in the Kings Road Centre and the Herschel Learning Lab, with lunch and an engaging poster session in the foyer of the Herschel Building.
Paul spoke eloquently about making curricular changes in higher education institutions and introduced us to examples from all over the world, including Melbourne Arizona State and Hong Kong Universities, whilst provoking questions about how such decisions are made, the associated risks, and how we know whether these interventions have been effective.
He went on to question Biggs’ ideas on constructive alignment, much quoted in educational development, and suggested these ideas were a good servant but a bad master for developing curricula. Asking what the real links are between research and teaching, he moved on to discuss the recent White Paper and the Teaching Excellence Framework (TEF).
He also covered themes around commodity, interdisciplinarity, globalisation and networks. Professor Blackmore’s keynote was well received and set the scene well for challenging what teaching excellence is, and for taking risks when thinking about changing the curriculum.
Next, Sara Marsham, JC Penet and Vanessa Armstrong took the stage to talk about teaching excellence and the Newcastle Educators peer educator network. In an interactive session they asked us to share ideas of what teaching excellence is or could be, and made the point that the concept is very culturally bound.
The last session of the morning had everyone scribbling notes furiously as representatives past and present from the Newcastle University Student Union (NUSU) talked about the analysis they had done on the NUSU Teaching Excellence Awards, highlighting some of the report‘s findings. Students at Newcastle value an eclectic mix of learning and teaching approaches including blended learning, flipped classroom, TEL, and collaborative approaches to learning.
Our students see learning as incremental, and appreciate the intellectual generosity of their lecturers, their knowledge and expertise. They like lectures to be a conversation, through use of open discussion and participation in the learning process. This creates an atmosphere where students feel enabled to contribute and speak up, as well as opportunities to talk to staff informally.
The report highlights that what happens before, during and after the lecture are all important. This really highlighted how much students are engaged in thinking about good teaching. They really don’t see academic time as an unlimited, on-demand service.
At lunch the poster session took place and the audience was asked to vote for their favourite posters.
For the afternoon sessions we moved from the Lindisfarne Room to the Herschel Learning Lab. A session using the facilities in the Herschel Learning Lab was facilitated by Craig Smith, who looked at developing the Newcastle University Learning, Teaching and Student Experience Strategy. Attendees contributed their ideas about the key factors that the new strategy should include, collaborating in group and utilising the room’s technology.
We attempted to use all of the affordances of the Herschel Learning Lab (HLL) in this highly engaging session (not least because of the omnipresence of Tina Turner!). Some colleagues who have successfully used the HLL then showed us how to use it properly.
Ulrike Thomas, Ellen Tullo, TT Arvind, James Stanfield, and Katie Wray were all familiar with the space and outlined how they had successfully used it with some diverse cohorts over very different courses, from all three Faculties. Ulrike reminded us that we can look at learning spaces in the teaching room finder.
TT suggested that planning how you were going to use the technologies in the HLL was essential to success, and by using the affordances of the space, the barriers between teaching and learning could be broken.
Linear and block teaching, group meetings, workshops, society meetings all worked well in the space said Katie Wray, but group work, collaboration using activities, engagement and video all worked particularly well. What worked less well? More than 20 groups, lectern based lectures, and the inflexibility of the space all posed challenges.
The resources from the day are available from the LTDS website. Don’t forget you can find many examples of effective learning and teaching practice on the case studies database.
Please comment on this post, or email firstname.lastname@example.org to let us know how we can make next year even better!
There is a new collection of resources on the LTDS website designed to help you navigate your way through the process and help you assemble a case for promotion based on excellent or exceptional teaching.
We use devices connected to the internet every day. Smart watches, mobile phones, fitness trackers, tablets, bookreaders and more. And they all contain a wealth of personal information: our browsing histories, banking details, passwords etc.
This enjoyable and engaging three week course will take you about 3 hours a week to complete. By the end of the course we hope you will more informed and understand the risks of fraud and cyber crime better, to help you make more enlightened decisions about how to protect your personal information.
Ageing Well: Falls is a four week (2 hours a week) free online course, which starts on 5 September 2016. Previous learners really valued this engaging course which is having a real effect on people’s lives.
This course was excellent, it gave a lot of good information and dispelled many myths about “only old folks have falls”, as well as giving resources to check when problems arise.
As we make the finishing touches to the course before it starts, we asked Dr James Frith, Lead Educator, a few questions which come up regularly:
Are falls really that dangerous?
James: Yes. Falls are hugely common and as we get older our bodies are less robust and are more likely to be injured during a fall. Serious injuries include broken bones and head injuries or serious bleeding. A broken hip can be devastating for some people. But for some people the loss of confidence following a fall can be just as disabling as a physical injury. Fortunately we can reduce the risk of falling and the associated injuries.
What is the most common story you hear from your patients?
James: Falls are complex and are rarely caused by a single factor. in each person who falls there are a mix of factors which contribute, so there is not really a typical type of fall. However, common things which I come across are:
Falling on the bus as people get up from their seats before it has stopped.
Putting out the bins in wet or windy weather.
Getting up too quickly to answer the telephone or the door.
Slipping in the bath or shower.
What can increase a person’s risk of falls?
James: Researchers have identified hundreds of risk factors for falls, so we tend to stick to the ones that we can do something about. The main risks are having a poor gait or balance, poor eye sight, dizziness, some medications, and hazards in the home or on the street, but there are many more.
What can a person do to reduce the risk of falls?
James: Sometimes it can come down to common sense, such as keeping stairs free from clutter, turning on the lights and reporting dizziness to the doctor. But there are other simple ways too, such as keeping the legs active and strong through gentle exercise, having a medication review with a doctor or pharmacist, avoiding dehydration and having walking sticks measured by a professional.
What is the best way to recover from a fall?
James: If someone is prone to falls they should consider wearing a call alarm or keeping a mobile phone in their pocket, just in case they need to call for help. Some people can learn techniques to help them stand following a fall – usually from a physiotherapist or occupational therapist. In the longer term anyone who has fallen or is at risk of falls should seek help from a health professional to try to prevent future falls. Sometimes falls can be due to medical conditions which can easily be treated.
Everyone knows someone who has fallen. Why not join our friendly team of falls specialists and thousands of people like you to find out what you can do to help yourself, your family, friends or people you care for?
The lead educators were warm and engaging, and they were generous with their knowledge and expertise.
I liked the interaction between participants. It makes you feel you are not alone in your experiences.