Details of forthcoming workshops and links to LTI workshop resources and presentations.
“Learning Technology Ideas Exchange” is an opportunity to get inspired, meet colleagues, exchange ideas and discover ways to improve teaching and learning with technology!
Run as informal café-style presentations, LSE colleagues will share insight into technologies used for teaching and learning and explain the educational rationale behind their work. You will have the opportunity to ask questions and discuss.
Posters from various LTI projects will be on display during lunch, which will be provided by LTI. Learning Technologists will be available to answer any questions throughout the event.
There will be a further opportunity to ask questions in a plenary before we wrap-up.
Sign up to the event via the training system (please note this is an event for LSE Staff only)
|Time||Programme||Themes and presenters|
|11.00 -11.10||Welcome||Tea and coffee provided|
|11.10 - 12.10||Café 1||Table 1 - e-assessment|
* Sara Geneletti (Statistics)
* Elisabeth Grieger (Mathematics)
|Table 2 - General Innovation
* Francesco Panizza, (Government)
* Kay Inckle (Sociology)
|12.10 - 12.20||LTI Update|
|12.20 - 13.00||Lunch (provided)|
|13.00 - 14.00||Café 2||Table 1 - Students as Producers|
* Jennifer Jackson-Preece (European Institute)
*Catherine Xiang (Language Centre)
|Table 2 - e-assessment
* Edgar Whitley (Management)
* Lourdes Hernandez-Martin (Language Centre)
|14.00 – 14.30||Plenary||Group discussion and questions|
|When||Monday 23rd May|
|Location||Lower Ground of Parish Hall (PAR.LG.03)|
The Summer of Student Innovation (SoSI) project, run by Jisc, is a competition encouraging innovative education technology ideas from students. The initiative focuses on engaging with students to improve creative design, research, entrepreneurial and project management skills.
This year Jisc are running two competitions, a summary of both is below.
Student Ideas competition:
Jisc are seeking ideas for using technology that could improve research, learning or student life and have the potential for wide use across higher and further education.
Your idea might be a small tweak to how things work or a big solution for a whole college, university or other learning provider – but you will be required to show that it could have benefits beyond your own context.
The successful teams each gain an initial £2,000 plus mentoring through a design sprint, and a further £3,000 if we select their idea to be developed as a product.
Supporting tech startup projects:
The supporting technology startup projects competition is for small teams who would like to pilot their existing product within colleges, universities or skills providers.
A £20,000 startup grants will enable five successful teams to turn their working beta into a functioning product. Your product should be at least a working beta; we don’t expect that you will have an existing customer base but some evidence of pilots with learners would be beneficial.
Closing Date for submissions:
The deadline for submission of ideas is just under a month away on 23 May, 23:30h.
Further information on both competitions, how your students can submit their ideas and links to promotional material you can use are included on the Jisc website:
Last week saw the official end of the SADL Programme for 2015/16 and students and staff got together in the Studio in the Saw Swee Hock to report on their group projects, be presented with their certificates and prizes for the best blog posts and generally let their hair down before the end of term.
The evening started with each of the three groups discussing the research project they had been working on together since Michaelmas Term. Each group was supervised by three of our Senior Ambassadors and the projects included:
- how to improve learning spaces at LSE
- how to improve assessment and feedback and
- how to improve peer support.
The groups were given complete freedom in how they wanted to interpret the question and how to present their findings, however they were supported by the Seniors. The first group led by Djelila, Simran and Vikki were tackling the question of how to improve learning spaces at LSE. This is a really important question and the group highlighted some of the issues with the current learning spaces at LSE and how they felt they could be improved.
The next presentation was from Eugene, Katie and Chandra were investigating how to improve assessment and feedback at LSE. Again lots of issues were raised and the students had carried out a survey to gather the opinions from their peers about how improvements could be made.
Finally we heard from the group led by Geteesh, Chantel and Melissa who explored how peer support might be improved. The group talked about what peer support is and had lots of suggestions for how technology and face to face contact can build a peer network.
Throughout SADL we encouraged students to blog about their experiences rewarding them with Amazon vouchers for their blog posts. We also had a prize for the best blog post over the course of the year and two runners up. We were looking for a reflective piece of writing, that emphasised digital literacy and shared ideas with others. The blog posts were judged by Valerie Brese who was a SADL student last year, Sierra Williams from LSE’s Impact Blog and Heather Dawson from the Library.
We are delighted to announce the winner was Ella Sun for her blog post on OneNote or Evernote. The two runners up were Rebecca Quinn for her post on referencing, no longer a pain in academia and Djelila Delior who wrote about how SADL got me hired, who is also one of our Senior Ambassadors.
Congratulations to all the SADL students this year. They will all receive a statement on their PDAM record for their contribution to the programme and be eligible to apply to be a Senior Ambassador next year to help shape the programme.
Blog post written by Jane Secker (Digital Literacy and Copyright Advisor) and is taken from the SADL blog
Reading Week is meant to give LSE students time to consolidate on their learning by taking some time off their lessons or participating in workshops and other activities organised in their departments. Why don’t you too use it to consolidate your teaching skills?
LTI NetworkED seminar series to welcome James Clay (Jisc) to LSE 9th March at 2pm. CANCELLED
Mapping Teaching and Learning
Mapping exercises such as those used to explore the concept of Visitors and Residents are a useful tool to understand where you currently are and to think about where you would like to be and how you are going to get there. The mapping exercise for Visitors and Residents in the main covers digital communication, collaboration and participation and can be used to help individuals build their digital capabilities in these areas.
Recently I have started to think about how we could use a similar concept to map teaching practices, learning environments and curriculum design. This lead onto thinking about mapping the “learning” of our learners. Where are they learning, is that learning scheduled and formalised? Is that learning ad-hoc? Is it individual, group, collaborative? Could we use mapping to help build capability in understanding how digital technologies can be used to enhance and enrich teaching, learning and assessment?
Mapping teaching and learning provides an insight into how the curriculum is designed and how learners interact and engage with the different spaces, tools and delivery mechanisms. It can also show how traditional methods of adding or blending learning technologies usually results in a bolt-on additional approach that results in a poor experience for learners and teachers.
The talk will reflect on how mapping the curriculum could result in a more coherent approach to the embedding of digital technologies and an approach that maximises the potential benefits of using digital over a scattergun approach of throwing technologies into a traditional mix of teaching and learning. This talk will discuss what we want to achieve through mapping teaching and learning, understanding that using digital is not necessarily a solution to every problem. It will also explore the potential enablers that will create new solutions, enable changes in behaviours and build digital capability.
White, David, and Alison Cornu. “Visitors And Residents: A New Typology For Online Engagement”. First Monday 16.9 (2011): n. pag. Web. 4 Feb. 2016.
Digital – Learning – Culture,. “Visitors & Residents”. N.p., 2014. Web. 4 Feb. 2016.
Donnalanclos.com,. “EDUCAUSE 2012, Part The Second | Donna Lanclos–The Anthropologist In The Stacks”. N.p., 2012. Web. 4 Feb. 2016.
Clay, James. “Mapping The Learning And Teaching”. e-Learning Stuff. N.p., 2016. Web. 4 Feb. 2016.
MacNeill, Shelia. “Some Reflections On “Mapping The Learning And Teaching”. howsheilaseesIT. N.p., 2016. Web. 4 Feb. 2016.
James Clay is currently on a 12 month contract with Jisc as their project manager for the building digital capability R&D project. James has worked in the further education (FE) sector since 1993 (as wells a short time in the museum sector) and has extensive experience in the use of technology to enhance and enrich learning. He has been a teacher, a project manager, a project director, an ILT manager, Learning Resources manager and an IT director. He has managed a range of projects over the years in various roles, including mobile learning, e-books, IT infrastructure, learner analytics, copyright, institutional resources, VLEs and student records
As always the event is free to attend and places can be reserved via Eventbrite. All our talks are live streamed and recorded for those who can’t attend in person.
To celebrate the success of various teaching and research projects, the Language Centre hosted a Project Day on Friday 18th September. Several LSE Language Co-ordinators presented their experiences of experimenting with innovative technologies in language learning. The Day provided the opportunity to discuss the advantages and disadvantages of online learning systems, the merits of e-marking, and the ways in which video production can aid language learning.
The Day started with Dr Peter Skrandies (Language Co-ordinator: German) offering his views on how the online annotation of texts can assist traditional teaching methods. The benefits of this online learning system were clear to many Project Day attendees. The online annotation of texts by language teachers can compensate for limited contact hours. It also complements the learning objectives of in class activities. The development and use of the Moodle-integrated annotation tool was made possible through an LTI innovation grant and that the software tool was developed by Steve Bond from LTI.
On the other hand, one attendee suggested that this teaching method may only be appropriate for higher ability students. Dr Skrandies’ presentation reminds us that the use of online learning systems is not a ‘one size fits all’ solution.
In the context of UK Higher Education, language teachers often find it difficult to develop students’ grammar skills. Limited class teaching time and the pressure to develop communicative skills are just two of the challenges which language teachers face. In order to overcome these obstacles, Dr Lijing Shi (Assistant Language Co-ordinator: Mandarin) introduced Chinese Online Self-assessment (COS). COS is defined as a dynamic assessment that aims to assess potential for learning. It does not provide a static indication of achievement. COS carries a particular advantage. It enables teachers to quickly pinpoint gaps in students’ learning:
‘From my experience with level 5, COS is the quickest way for me to identify the problems students have in grammar or common mistakes made. I can then focus on specific areas of teaching to sort out these problems.’ Hongyi Xin, Co-ordinating Language Teacher (Mandarin)
As was the case with Dr Skrandies’ project, COS has certain drawbacks. The potential for technical hitches is problematic. Instead of focusing on language learning, Mandarin teachers may attend to the technical maintenance of COS, or liaise with IT services, when they could otherwise be planning seminar activities.
Towards the end of the Project Day, Dr Catherine Xiang (Language Co-ordinator: Mandarin) presented her project, titled ‘From Current Affairs in Mandarin to Students as Producers’. Dr Xiang emphasised the specific benefits of video production. Past students of Mandarin have produced short videos which allow them to focus on a topic related to the social sciences. However, these shorts film, interviews and documentaries are all conducted in Mandarin. The production of a TV style interview or short film provided students with the opportunity to gain confidence. By listening to their interview responses, students determined how much progress they have made. They could highlight areas for improvement, including pronunciation and grammar. However, Project Day attendees noted that this non-traditional form of learning was time consuming.
The final project was presented by Dr Xiang and Lourdes Hernandez-Martin Language Co-ordinator (Arabic) and Co-ordinator for Spanish Projects. They discussed their experimentation with e-marking. Approximately 60 participants (students and teachers) contributed to a pilot scheme. Programmes such as ‘iAnnotate’ and ‘Snagit’ were used. The benefits of using e-marking software were manifold. Students noted that having video and audio evaluation added clarity.
Assessed pieces of work could even be used for revision purposes:
“Video – it’s much better to hear something directly rather than having to try and work things out from comments or notes written down. Also allows things to be explained much more easily – you can learn from home, rather than having to come in for office hours.”
“The video feedback is very helpful especially for language courses because often ‘word’ feedback is not enough to understand grammatical mistakes. Besides, you can replay it for revision”.
On the other hand, e-marking carries certain complications. The ability to readily edit and review comments may incentivise teachers to add unnecessary advice which, ironically enough, may confuse students.
As the four projects discussed above demonstrate, use of language learning technology is not always a move in the right direction. Nevertheless, teaching staff at the LSE Language Centre continue to experiment with technology which can provide a diversified learning experience. Tailored according to individual teacher needs, technological innovations can significantly improve the teaching of Modern Foreign Languages in higher education.
LTI have just closed the first Grants call of the year however a second call will be announced in the near future.
Introducing our next NetworkED seminar on Thursday 12 November at 3pm
When Maggie Philbin accepted a role on Tomorrow’s World in 1982, she had no idea what a life changing decision it would prove to be. Immersed in a high tech playground, meeting inspiring innovators behind the technology we all now very much take for granted, it was a dream job. It also gave her deep insight into what might make a difference to teenagers without any real understanding of where digital skills might take them and in 2008 the TeenTech initiative was born. TeenTech now work with over 4000 young people face to face every year, giving them opportunities to explore their own ideas, turning teenagers into powerful ambassadors for science and technology. Come and find out more. As Maggie says “It’s a great game but we need more people”
As always the event is free to attend and places can be reserved via Eventbrite.
All our talks are live streamed and recorded for those who can’t attend in person. For more information, check out our YouTube channel.