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Embedding Student-Produced Videos in Courses: Why and How?

This academic year, LTI funded two projects to integrate student-produced videos in courses through their LTI Grant scheme. Outcomes and findings from their evaluation provide some interesting reflections on how they can be used to bring added value to the learning – and teaching!- experience.

The Projects

Using Film in Urban Planning Analysis – Nancy Holman, Geography and Environment

As part of the Urban Policy and Planning course, students produce written work alongside a group presentation and a short interpretive film of neighbourhood fieldwork. Film-making started two years ago with students using their own devices. Last year they were helped by an LSE alumnus who is now a filmmaker to better understand the process of storytelling and how to use the equipment. This year, Nancy applied for DSLR kits to improve the quality of the work produced. An evening screening of the 8 short films produced by the project groups was also organised at the LSE, at the end of which a panel of ethnographers and filmmakers judged the films and awarded three prizes: Best Overall Film, Best Cinematography and Judges Choice.

Narrating the Death (and Life?) of Multiculturalism – Jennifer Jackson-Preece, European Institute

Jennifer wanted to “enliven the end of term debate on multiculturalism” in her Identity, Community and the ‘Problem’ of Minorities course by replacing group presentations with short films narrating the students’ take on the theme. Instructor videos were made and presented during seminars and resources on making short documentaries were made available on the course’s Moodle page. Students then worked in groups for three weeks to produce their short films. The videos were screened during the last session of the course and were followed by a debate.

Reflections

Why videos?

In the Geography project, the combination of written work and film allowed students to think about spaces both on paper and visually, which according to Nancy is ” a core transferable skill our students need to develop”. She also believes that the video exercise had a “knock on benefit” on students’ summative essays, which she observed were clearer and more thoughtful.

This is what she highlighted in the description of the project for students:

In the European Institute project, the resulting videos were used as a starter for a class debate. Videos were favoured in place of the usual presentations as Jennifer wanted students to approach the end of term presentations “from a fresh perspective that facilitates greater creativity and ownership of ideas“

In both cases video production have been a good way of engaging student with the course and material and resulted in a final product that can be used as a basis for discussion or examples and inspiration for the future cohorts.

“It would also enable student cohorts on EU 458 to ‘speak’ to each other across time through the creation of a permanent film archive on the EU 458 Moodle page” – Jennifer Jackson-Preece

They are also easy to be shared and presented to the wider institution and community. Students from the Urban Planning group attended the JustSpace conference on opportunity areas where they showed their films.

Students also got to develop useful transferable skills in the process: managing a group project, collecting/gathering/presenting information, video production and editing to name a few.

Embedding video-production into the course

Nancy’s project was seen as a way to “further embed […] practical experiences [walks, fieldtrips] within the programme” while it would “enable students to gain a different/complementary perspective on the concept of narrative” for Jennifer. It was thus important for both to integrate video production as (part of) a final task towards which students worked during the course instead of as a stand alone activity.

As highlighted in the description of the project, video production was gradually introduced in the Geography course. Students received the help from a professional filmmaker and were able to familiarise themselves with the equipment during a trip to Manchester in the first part of the year.

In Jennifer’s project, students received training in video-making face to face during seminars and through resources made available on Moodle.

Students were also made aware of the various ethical, safety and copyright considerations when filming, interviewing and using material other than theirs.

<= Resources on video production made available to EU458 students on Moodle

In terms of assessment, even though the video production exercise was formative for both projects, students received feedback on their work. Geography students received feedback on their overall presentation that included comments on the style and overall message of their video. Students from the European Institute course were given a template of the feedback form to be aware of the assessment criteria when producing their videos. They included design (style and organisation, creativity) and message (content, quality, overall impression).

Next year group videos will count as 50% of the EU458 summative assessment and adjustments will be made to the course to support this.

Interested in using student-produced content in your teaching?

Have a look at the past Students as Producers projects in our LTIG Grant Winners section or get in touch with us!

Read about LSE Innovator William Callahan‘s successful implementation of student-produced videos in his IR318 Visual International Politics Course.

June 21st, 2016|Assessment, Ed-Tech news and issues, Images, Audio & Video, innovation, LTI Grant Winners, LTI Grants, Student projects, Teaching & Learning, TEL Trends, Tools & Technologies, Uncategorized|Comments Off|

Game-based learning: teaching how to conduct a research project using a board game

In January, Dr Kay Inckle was awarded an LTI Grant for her “Game of Research” project. She received funding and help from staff at LTI to design and create a board game to help social science students understand the “essential components for a successful qualitative research project”. Findings from her evaluation of the first stage of this project give us some interesting pointers as to how games can be used to support teaching and learning.

June 14th, 2016|games, innovation, LTI Grant Winners, LTI Grants, Projects, Teaching & Learning, TEL Trends, Uncategorized|Comments Off|

Integrating Digital & Information Literacies Into the Curriculum

Would you like to know more about the concepts of information and digital literacies and how they relate to student learning? Wondering how they can be incorporated into courses and programmes?

May 25th, 2016|Uncategorized|Comments Off|

Click to sign up to the Learning Technology Idea Exchange

“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.

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
Time	11am -3pm
Location	Lower Ground of Parish Hall (PAR.LG.03)

April 28th, 2016|Announcements, Assessment, eAssessment Events, Ed-Tech news and issues, Events & Workshops (LTI), innovation, Roundup, Show and tell, Teaching & Learning, Tools & Technologies, Uncategorized|Comments Off|

Summer of Student Innovation 2016

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:

April 27th, 2016|Ed-Tech news and issues, Events & Workshops (LTI), innovation, Student projects, Tools & Technologies, Uncategorized|Comments Off|

Learn a New Skill This Summer Term: LTI’s Programme of Workshop is out!

Summer term may be short, yet you’ll get many opportunities to learn new or brush up on old skills!

Make your teaching even more awesome…

… by introducing new technology or making better use of it. Workshops include a general overview of learning technologies in the classroom, a workshop on flipping your lectures and tips on designing effective presentations.

Build on your digital literacy skills

Learn how to develop your web presence, get organised with tools and apps, get into blogging, have fun playing with our copyright game or learn how Twitter can help you with your research (new this term).

Make the most of Moodle

Regular two-hour sessions for beginners and lunchtime half-hour individual sessions for any teaching or administrative queries are available.

Have a look at the full programme below and book your place via LSE’s training system.

March 22nd, 2016|Uncategorized|Comments Off|

Technology in Teaching and Learning: Newest Projects from LSE Staff

Games, revision podcasts and electronic feedback are the main themes of the latest projects funded by an LTI Grant. You can find more information about our funding schemes and other projects in our dedicated pages.

Strand 1: Innovation in Teaching and Learning

Gustav Meibauer and Andreas Aagaard Nohr, Department of International Relations – Development of PowerPoint-Based Simulation Games for Use in Undergraduate Teaching

“This project will design and implement three PowerPoint-based interactive simulations for use in introductory undergraduate classes. Currently available solutions are targeted at course-long activities, at a high cost of time and preparation effort for both teachers and students. Instead, this project explicitly aims at providing a low-cost, easily accessible and class-long interactive experience to students to encourage theoretical linkage with own in-class experience in such issue areas as foreign policy, diplomacy, or great power dynamics. “

Kay Inckle, Department of Sociology – The Game of Research

“The Game of Research is designed for social science students undertaking a final-year qualitative primary research dissertation. In stage one it is a board game similar to Snakes and Ladders but adapted with additional features to make it research-focused and dependent on skill and discernment rather than luck. Through the game students learn the six essential components for a successful qualitative research project: research question, design/proposal, ethical approval, methods/fieldwork, analysis, writing and referencing. The second stage of the game mimics the board game, but takes place in a virtual platform using students’ actual research projects.”

Olga Sobolev, Language Centre – Language Immersion in a Self-Study Mode: Revision e-Course

“A new self-study revision e-course, promoting students’ proficiency in spoken and aural Russian through autonomous learning […] This is very much a student-centred initiative:

The course is geared specifically to the syllabus covered in the Russian Language and Society Course throughout the year.
It will offer a valuable alternative to teaching contact hours that are not available to students throughout the Easter break, to back up and enhance their revision/preparation for the exams in the ST.”

Tobias Pester, Department of International History – Sustainable Autorship with Academic Markdown

“I am proposing to develop, document, and teach a Workshop for Sustainable Authorship for students of the LSE that familiarizes and equips them with the writing environment of Academic Markdown. […] One, it provides the automatic generation of references and bibliographies. Two, it relies on the single most sustainable file format since the invention of computers: human-readable plain text. Three, it is platform independent: the most basic text editor available on any operating system will do. Four, it does not rely on proprietary software.”

Read Tobias’ post on his experience with Academic Markdown

Susan Scott, Department of Management – Using Digital Innovation to Curate a Living History of Uber and Uberisation

“This project will explore the usefulness of establishing and curating an open access digital ‘living’ archive to support problem-based learning about contemporary topics in global business management particularly (but not only) reconfiguring business models and service innovation. With help from LTI we will create an open access archive populated with a selection of material to date about the American international transportation network company Uber and the phenomenon known as “Uberization” ”

Strand 2: e-Assessment

Edgar Whitley, Department of Management – Using Mahara: Blogging, Peer Review and
Feedback

“The aim of the project is to assess the suitability of the Mahara platform as a means of student assessment, feedback and peer review for courses within the School.”

Strand 3: Students as Producers

Jennifer Jackson-Preece, European Institute – Narrating the Death (and Life?) of Multiculturalism

“EU 458 Identity, Community & the ‘Problem’ of Minorities ends with a student debate on the ‘Death of Multiculturalism’. Instead of group presentations, the initiative would ask students to work in small groups (3-4) over a 2-3 week period to produce a short (5 minute) film narrating their take on this theme. The films would be screened in LT week 11, and a general debate / discussion would follow on from them.”

February 22nd, 2016|Announcements, Assessment, Ed-Tech news and issues, innovation, LTI Grant Winners, LTI Grants, Teaching & Learning, Tools & Technologies, Uncategorized|Comments Off|

Tony Spanakos

Francisco Panizza

Last Michaelmas Term, Dr Francisco Panizza from LSE’s Department of Government and Tony Spanakos, associate professor in the Department of Political Science and Law at Montclair State University (US) co-taught a synchronous online course on BRICS open to LSE and MSU students. The project was funded by an LTI Grant. Below are their reflections on the project.

The project

Francisco Panizza: There are many courses running at LSE each term, but this Michaelmas Term I was able to co-teach a course with a difference, alongside Professor Anthony Spanakos from Montclair State University in New Jersey. The course on the politics and policies of the BRICS (Brazil, Russia, India, China and South Africa) brought together around 30 students from both universities in a ‘virtual classroom’. The LSE students, second and third year undergraduates from the departments of Government and International Relations, were all volunteers. Whilst they didn’t gain any credits for joining the course, it was a really interesting experience and I think everyone who took part learned a lot.

Tony Spanakos: This was the third time a faculty member from the Political Science and Law department at MSU conducted what we call an eDiplomacy course. These courses use technology to allow to faculty members to lead a virtual classroom composed of students from two schools in different countries. […]

The goal of the eDiplomacy class is not simply to make students aware of other perspectives but to interact and to realize the challenges and opportunities that diplomacy presents. The students selected which of the five countries they wanted to ‘join’ and then each delegation selected officers (head of state/government, finance minister, defence minister, foreign affairs minister). Prior to our last meeting, each country and each office (defence ministers, finance ministers, etc) submitted documents representing their goals, interests, and concerns, and the entire class submitted a single Summit document. In class, they presented the achievements to the ‘Western Powers,’ Dr. Panizza, me, and Professor Jack Baldwin-LeClair, my department chair whose expertise in international law added richness to our discussion (and who was fundamental in getting the course off the ground on the MSU end).

Challenges

FP: Although we now live in a ‘global village’ and there are many commonalities between the US and British university systems, there were practical differences that needed to be ironed out. For instance, the US academic year runs on semesters and classes at Montclair State University started four weeks earlier than at LSE. As a result, the US students gained and extra holiday during LSE reading week and in exchange our students got a day off on the Friday after Thanksgiving Thursday, a de facto holiday in America.

On the technical side there were also challenges to overcome. The LSE does not currently have a dedicated classroom with the communications equipment we required for the course. This meant carrying the equipment from the Learning Teaching and Innovation (LTI) office in Aldwych to our classroom in Lincoln’s Inn Fields each week to set it up, with the help of two highly professional LTI Learning Technologists. Another lesson we learned was that all technology is only as good as its weakest link. The LTI grant funding enabled the course organiser to buy a high quality camera, but without professional lighting or high tech projectors images of both classrooms weren’t as clear as we would’ve liked and it was sometimes difficult to identify and listen to students sat at the back of the classroom (students seem to gravitate towards the back of any classroom, virtual or not)

TP: Although this was the third time a faculty member in the MSU Department of Political Science and Law taught such a course, it was my first time and there was quite a bit of learning to do. The greatest challenge that, I believe, we faced was getting our technology to enable our classrooms to be truly discussion spaces. Ironically, because we had a room with multiple microphones and speakers and a state of the art videoconferencing system, it was difficult to conduct a proper discussion between the two classrooms. Whenever Dr. Panizza or his students spoke, we needed to mute our microphones, and vice versa. This made back and forth discussion more difficult and forced us to speak for longer periods at a time and to collect a number of questions from each classroom before allowing someone on the other side of the pond to respond.

Another challenge was in establishing effective discussion boards outside of the classroom. Given the difference of time-zones and schedules, getting synchronous discussions was not likely. We thought that the students would be better identifying the app which would be most conducive for group discussions (between members of the same country, students with the same office) but we did not coordinate this enough and only found effective discussions once we required students to use canvas discussion pages that we set up.

Achievements and Potential

TS: The idea is to diversify and deepen the learning experience by allowing students the opportunity to hear and engage with multiple perspectives on a common theme. The course allowed us and our students a chance to discuss politics in Brazil, Russia, India, China, and South Africa in a far more diverse context than would have been possible otherwise. The participation of guest scholars from our and other universities, in the US, UK, Brazil, and South Africa further contributed to that experience.

After the summit, my students submitted written reflections on the summit which demonstrated a genuine awareness of the challenges, opportunities, work, and pleasure of diplomatic work.

Our students were very generous in giving feedback and helping us see where we could have improved the course and encouraging us by showing where the course was most effective. On balance, responses from our students, and us, were very positive and we look forward to being able to repeat the experimental course. We know diplomacy is not easy but is very necessary. We also know that it is on-going and we hope that we get a chance to repeat and improve on the 2015 MSU-LSE BRICS seminar.

FP: In spite of the inevitable teething problems, there were many, many, positives. Guest lectures from other universities were able to join the course. One of them was Professor Lucius Botes, from the University of the Free State in South Africa, which meant that our virtual classroom extended across three different continents and three different time zones. Perhaps the peak of the course was the last week, when students ran a ‘BRICS summit’, in which they assumed the representation of the different countries and drafted documents on foreign affairs, the economy, defence and a joint BRICS declaration. If only they ran the real summit, the world would be a better place.

Ultimately, I think we only scratched the surface of a teaching experience full of possibilities. Imagine being able to run a course together with the best specialists in the world, in a virtual classroom with images of HD quality! There is undoubtedly a need to develop new teaching methods and forms of student participation that take full advantage of new communication technologies. There are several new buildings being constructed at the LSE, and hopefully these should include state of the art technology and teaching spaces that will make ‘virtual classrooms’ a permanent fixture in University teaching.

Francisco’s comments were originally posted in his blog post on the Department of Government’s website

February 8th, 2016|innovation, LTI Grant Winners, LTI Grants, Teaching & Learning, Tools & Technologies, Uncategorized|Comments Off|

Claudine Provencher

In advance of an Academic Development Programme workshop on this subject next Wednesday (see the booking link at the end of the post), during which participants will explore the concepts of information and digital literacies, how they relate to student learning and how they can be incorporated into courses and programmes, Jane Secker, Copyright and Digital Literacy Advisor in LSE’s Learning Technology and Innovation, shares her views on various aspects of these literacies with Claudine Provencher, Senior Academic Developer in LSE’s Teaching and Learning Centre. This post originates from the TLC blog where you can find further articles on projects, innovative teaching practices and upcoming events at LSE.

What is your definition of information and digital literacies?

Jane Secker

Information and digital literacies are key players in the knowledge, skills and behaviours that underpin learning, and part of what you could call ‘learning literacies’, which also include media and academic literacies. Information literacy is a term that was first coined over 40 years ago and it’s widely used by librarians. Its importance has been recognized by UNESCO as essential for lifelong learning and a human right. It’s about knowing how to find, evaluate, manage and use information in all its forms, and it extends way beyond simply finding the right information to complete an assignment at LSE. It is also about being able to evaluate the information you find and how to use it to construct new knowledge. Meanwhile digital literacy is a more recent term, but the two overlap considerably. Digital literacy is more than just IT skills: it’s about knowing how to use technology appropriately, knowing which sources to trust online and how to manage your digital identity and wellbeing (which means knowing when to switch off technology sometimes!). In both digital and information literacy, ethics are really important, so knowing how to use other people’s ideas appropriately, understanding citation conventions and respecting intellectual property and copyright are significant issues of concern as well.

What are the main challenges involved in integrating information and digital literacies into course curriculum?

One of the biggest challenges is getting time in the curriculum to help students develop these abilities in the context of their studies. Many academic colleagues expect LSE students to have these skills in place when they arrive at LSE, forgetting that our students come from all around the world and may not have learned how to find and evaluate information or use technology for academic purposes. There is also a challenge because the notion that all students are very ‘tech savvy’ persists, despite much evidence to the contrary.

While there exist some generic information and digital literacy skills, there are many that are closely related to academic practices within a discipline and so, to be meaningful to students, information and digital literacies should ideally be developed as part of their studies, not in optional extra sessions.

One of the other challenges is how these literacies are assessed in a course, particularly if the main form of assessment is an end of year exam. One of the best ways of developing and assessing them may be through independent research, opportunities for which exist both within departments, when students are tasked with undertaking an extended essay or dissertation, and through initiatives like the Teaching and Learning Centre’s LSE GROUPS.

Another challenge, which may not be as explicit, comes from the way reading lists are developed. Typically, at LSE, we provide students with highly structured reading lists, which means that learning how to evaluate and select resources is already done for them. This is not the case everywhere and other universities privilege alternative approaches such as inquiry based learning, for which students are given more project based work where they have to come up with a topic, carry out research and perhaps present an annotated bibliography, discussing why particular sources are valuable.

Should academics think about it at course level or at programme level?

I think both are important, and the best way to develop these abilities in undergraduate students is to embed them across the three years of a degree. In the first year, students need guidance on what good quality sources are, and how to use highly structured reading lists but, as they progress through their studies, they can be set assignments that help them learn to do research for themselves and select their own sources of information. Some disciplines lend themselves more easily to the development of information and digital literacies: history, for example, where it’s vital that students learn how to evaluate sources. However, there are opportunities in all subjects to teach students about how knowledge and information is structured within their discipline, and about specific conventions such as citing and referencing sources correctly.

Could you provide us with a few examples of successful integration of these literacies?

At LSE undergraduate students who undertake a dissertation or long essay often get an opportunity to develop their information literacy skills; however, this often comes relatively late in the course of their studies. I’ve worked with Dr Wicher Bergsma in Statistics to integrate information and digital literacies into an undergraduate statistics course he teaches (ST312, Applied Statistics), where students have to undertake a critical investigation and collate statistical data on a topic of their own interest. In the course, there are now three sessions taught by library colleagues and me where students learn how to undertake a literature search, going beyond simply a Google Scholar search, find data sets and learn how to cite and reference.

Also at LSE, it’s worth mentioning the Library’s role in supporting and developing digital and information literacies – academic staff can contact their Academic Support Librarian for advice – and the Student Ambassadors for Digital Literacy project (SADL), which has 45 undergraduate student ambassadors involved in participatory workshops and initiatives designed to share and embed good practices across the student community.

Finally, if I can insert an extra-LSE note, there’s a project I’ve been involved with in my capacity as Chair of the Information Literacy Group which has some relevance. TeenTech brings school students together to work in teams on projects and we’ve built research and information literacy skills into the judging criteria for these projects. So here students are expected at an early age to find and evaluate information and show how their idea builds on the work of others.

There are several interesting ideas in what you have just said. To conclude, could you say a few words about what you think could be the main benefits of a closer integration of information and digital literacies into course and programme curricula?

Students with highly developed information and digital literacies will get better marks and be able to develop more effective critical thinking skills. There will be fewer incidents of plagiarism and students will be better equipped when the time comes for them to undertake independent research. Last but not least, students with good information and digital literacies are highly valued by employers, as they know how to research a topic when they are not given a reading list!

The Integrating information and digital literacies in the curriculum workshop takes place on Wednesday 10 February, 12:30-14:00.

February 5th, 2016|Blogging, copyright, Digital Literacy, Teaching & Learning, Uncategorized|Comments Off|

NetworkED – James Clay – 9th March 2016

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.

Tickets for this seminar can be found on Eventbrite.

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.

References

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.

Biography

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

Book Tickets

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.