The HEFi19 conference looks to the 4th industrial revolution and how the development of artificial intelligence and automation continues to take advantage of big data to change not only higher education but also graduate employment. What implications does this have for learning and teaching in higher education? The options are endless and how these current … Continue reading “What part can data play in design for learning and teaching? – Adam Matthews (Educational Enterprise)”
Tag: learning
Learning and teaching in a digitally connected world: Connectivism – Adam Matthews (External Relations)
In a digital world, information is everywhere, in a mobile phone, a fitness tracker and our brains. Not a science fiction film but the learning theory of connectivism. The HEFi19 conference looks to the 4th Industrial Revolution and how the development of artificial intelligence and automation continues to take advantage of big data to change … Continue reading “Learning and teaching in a digitally connected world: Connectivism – Adam Matthews (External Relations)”
Innovating Pedagogy 2019
Innovating Pedagogy 2019, is the latest in a series of annual reports by the Open University, which attempt to explore novel approaches to education which have the potential to transform learning and teaching. You can find a MicroCPD on this topic, here. And you can add your own thoughts on the report below. Previous editions … Continue reading “Innovating Pedagogy 2019”
Do digital pre-lab resources improve students’ experience of lab work? – by Joseph Berry (HEFi)
As part of the Collaborative Teaching Laboratory (CTL) project the University is investing in digital pre-lab resources. These resources will be in three main formats: instructional videos, virtual labs and 360-degree lab tours. Instructional videos aim to demonstrate either a specific technique or an entire practical procedure. Virtual labs are interactive resources, often two-dimensional simulations, … Continue reading “Do digital pre-lab resources improve students’ experience of lab work? – by Joseph Berry (HEFi)”
Using Resource Lists to deliver an inclusive educational experience? – by Polly Harper (Library Services)
Inclusivity, by its very definition, should include all aspects of an educational experience. One key element is ensuring equal and transparent access for all students to the resources that come with their University education. Very often, this might be achieved via a well-considered reading list, or here at Birmingham, a Resource List on our University … Continue reading “Using Resource Lists to deliver an inclusive educational experience? – by Polly Harper (Library Services)”
Supporting Learners’ Digital Needs: Content-led Pedagogy – by Dr Victoria Goodyear (School of Sport, Exercise and Rehabilitation Sciences)
Digital technologies have been heralded as providing new opportunities to transform education, learning and teaching. For example, education can be delivered at mass scale, boosting recruitment, income generation and international reach; learning can be more mobile, accessible and personalised; autonomous and self-motivated forms of learning can be promoted; and digital and online learning are cost-effective … Continue reading “Supporting Learners’ Digital Needs: Content-led Pedagogy – by Dr Victoria Goodyear (School of Sport, Exercise and Rehabilitation Sciences)”
Defining and Delivering ‘Research-Intensive Learning and Teaching’ at the University of Birmingham. (Kathy Armour)
Defining and delivering ‘Research-Intensive Learning and Teaching’ at the University of Birmingham. On Monday 23rd October 2017, we are reopening the Big Conversation for dialogue across the University on the topic of our distinctive ‘value proposition’ for students. By any international measure, UK Higher Education is extraordinarily successful. Yet, despite that success on the global stage, … Continue reading “Defining and Delivering ‘Research-Intensive Learning and Teaching’ at the University of Birmingham. (Kathy Armour)”
Bioscience students value campus based formats, including lectures and lecturers who also research, but they expect interactive and engaging teaching making use of the latest technology
The School of Biosciences Student Staff Committee had a short breakout session to join in with the Big Conversation. There were 14 students from all four undergraduate years in Biosciences. This is what our student reps said: In 10 years time We will still have face-to-face lectures We will still learn from active researchers and … Continue reading “Bioscience students value campus based formats, including lectures and lecturers who also research, but they expect interactive and engaging teaching making use of the latest technology”
Education in Ten Years’ Time – by the School of Physics and Astronomy’s Student Reps
In 10 years’ time, technology will have a much greater role in the way we learn. All students will be loaned tablets for the duration of their degree, which are optimised for their degree subject. Assessed problems can be submitted, marked and returned online, meaning people can easily access their feedback. This will also remove … Continue reading “Education in Ten Years’ Time – by the School of Physics and Astronomy’s Student Reps”
Skills for the Information Revolution. Christopher Cipkin, Library Services
Ability to access information is not the same as the ability to evaluate, synthesise and reference it, especially in this age of post-truth, alternative facts and information obesity. Academic libraries have already shifted their focus from being repositories of paper-based information to becoming services which facilitate access to digital content, whether that access is to … Continue reading “Skills for the Information Revolution. Christopher Cipkin, Library Services”