Breaking down barriers between theory and practice: reflections on the use of practice-based approaches to engage students with theory in contour design
Substance Over Style; Meaningful Academic Oral PresentationsPeter Levrai
This presentation outlined the importance of oral presentations in an EAP course, with particular focus on moving beyond developing technical presentation skills to tasks which promote academically sound presentations.
Process over product in Art Education: A Student Centered Approach to Making ArtChristine Miller
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Intro Week Induction and Inquiry-based Learning: Varying Approachescilass.slideshare
The University of Sheffield has considered strategically the induction
process undertaken by departments during Intro Week in order to
facilitate the transition to university for new students. The approaches from three
departments Human Communication Sciences, Automatic Control and Systems
Engineering, Mechanical Engineering will be showcased in the symposium. Two
main aims were:
(i) welcome students into the department and discipline,
(ii) begin the education of students into a new way of learning,
specifically independent learning. Topics included:
How was intro week organised to meet the aims?
Which aspects of good practise might be usefully summarised for other
departments?
EAP practitioner attitudes to collaborative assignments (BALEAP Conference, 2...Peter Levrai
This presentation introduced preliminary findings into practitioner attitudes to collaborative assignments and discussed some of the tensions and opportunities.
The Kids Are Alright: Developing a Comprehensive Training Program for Robin O'Hanlon
My presentation on training Interlibrary Loan student assistants, which took place at the NW Interlibrary Loan Conference in Portland, OR in September 2013.
A definition for student collaboration in EAP: Implications for practicePeter Levrai
Student collaborative assignments are becoming more common across Higher Education and also feature in a large number of EAP programmes. However, there is a significant gap between researcher and practitioner conceptions of the term (Bolster & Levrai, in press). At the BALEAP 2019 conference in Leeds, we attempted to close the gap and proposed a definition for a collaborative assignment in EAP, drawing on both research and practitioner perspectives; “A collaborative assignment is one where learners work together and make equitable contributions to develop an indivisible artefact for which they share responsibility and ownership. During the development of the artefact, learners may work synchronously or asynchronously, face-to-face or online, but there is interdependence between group members, drawing on all their strengths.” (Bolster & Levrai, 2019).
Having a clear definition of a term allows investigation into best practice and this talk goes on to discuss the implications for practice in terms of assignment design, delivery, and assessment. We will discuss the practicalities of designing and implementing a collaborative assignment. We will also look at how a practitioner can navigate what can be a problematic process and move from being a "guide on the side" (Rummel and Deiglmayr, 2018) to make the most of an innovative approach.
LLED 469 Resource Based Teaching and Learning. What are the challenges and the benefits of collaborative planning and co-teaching inquiry-based units of study?
Workshop at 2016 NTU Learning and Teaching Seminar - Students as Partners in ...Simon Bates
Workshop at 2016 NTU Learning and Teaching Seminar - Students as Partners in Learning and Teaching. In this interactive workshop session, we will look in more detail at case studies of how students as learning partners may be built into course and learning design.
Substance Over Style; Meaningful Academic Oral PresentationsPeter Levrai
This presentation outlined the importance of oral presentations in an EAP course, with particular focus on moving beyond developing technical presentation skills to tasks which promote academically sound presentations.
Process over product in Art Education: A Student Centered Approach to Making ArtChristine Miller
This presentation highlights how to create more flow in a students' art making process. Emphasizing process over product in art education creates a student centered approach. Different strategies and techniques are incorporated into the author's lesson plan format: Question Formulation Technique, Artful Thinking, Studio Thinking, Big Ideas, and the Spiral Workshop featuring ideas by Olivia Gude and others.
Intro Week Induction and Inquiry-based Learning: Varying Approachescilass.slideshare
The University of Sheffield has considered strategically the induction
process undertaken by departments during Intro Week in order to
facilitate the transition to university for new students. The approaches from three
departments Human Communication Sciences, Automatic Control and Systems
Engineering, Mechanical Engineering will be showcased in the symposium. Two
main aims were:
(i) welcome students into the department and discipline,
(ii) begin the education of students into a new way of learning,
specifically independent learning. Topics included:
How was intro week organised to meet the aims?
Which aspects of good practise might be usefully summarised for other
departments?
EAP practitioner attitudes to collaborative assignments (BALEAP Conference, 2...Peter Levrai
This presentation introduced preliminary findings into practitioner attitudes to collaborative assignments and discussed some of the tensions and opportunities.
The Kids Are Alright: Developing a Comprehensive Training Program for Robin O'Hanlon
My presentation on training Interlibrary Loan student assistants, which took place at the NW Interlibrary Loan Conference in Portland, OR in September 2013.
A definition for student collaboration in EAP: Implications for practicePeter Levrai
Student collaborative assignments are becoming more common across Higher Education and also feature in a large number of EAP programmes. However, there is a significant gap between researcher and practitioner conceptions of the term (Bolster & Levrai, in press). At the BALEAP 2019 conference in Leeds, we attempted to close the gap and proposed a definition for a collaborative assignment in EAP, drawing on both research and practitioner perspectives; “A collaborative assignment is one where learners work together and make equitable contributions to develop an indivisible artefact for which they share responsibility and ownership. During the development of the artefact, learners may work synchronously or asynchronously, face-to-face or online, but there is interdependence between group members, drawing on all their strengths.” (Bolster & Levrai, 2019).
Having a clear definition of a term allows investigation into best practice and this talk goes on to discuss the implications for practice in terms of assignment design, delivery, and assessment. We will discuss the practicalities of designing and implementing a collaborative assignment. We will also look at how a practitioner can navigate what can be a problematic process and move from being a "guide on the side" (Rummel and Deiglmayr, 2018) to make the most of an innovative approach.
LLED 469 Resource Based Teaching and Learning. What are the challenges and the benefits of collaborative planning and co-teaching inquiry-based units of study?
Workshop at 2016 NTU Learning and Teaching Seminar - Students as Partners in ...Simon Bates
Workshop at 2016 NTU Learning and Teaching Seminar - Students as Partners in Learning and Teaching. In this interactive workshop session, we will look in more detail at case studies of how students as learning partners may be built into course and learning design.
Research dissemination within and beyond the curriculumSimon Haslett
Author: Dr Helen Walkington, Oxford Brookes University.
Keynote Presentation at the Research - Teaching in Wales 2011 Conference, 13th - 14th September, Gregynog Hall, Newtown (Powys)
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Join this session to learn and share best practices and emerging models for transformative education involving civic learning and democratic engagement. In a conversational format, presenters will share knowledge and personal experience about the ways in which colleges and universities, as well as faculty and staff, can design the spaces and intentional experiences that support students to develop civic identity. We’ll highlight innovations and point to supporting research and scholarship, while inviting you to do so. Presented by Marina Barnett (Widener University); Samantha Ha DiMuzio (Boston College); Ariane Hoy (Bonner Foundation); and Paul Schadewald (Bringing Theory to Practice) for the Feb 6-7, 2023 CLDE Forum: Bridging the Divides: Including All Students: Diversity, Equity, and High-Impact Civic Learning Pathways
The Story of the Information Literacy Prize & Collaboration in the 3rd Space?...dkitlibrary
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Short paper delivered at ALT conference 08 Sep 2016, using the concept of care to reflect on why aesthetics and visual design matter in online spaces - slides. Script: http://www.slideshare.net/SonjaGrussendorf/innovating-from-the-outside-in-altc2016-script
Assuring Best Practice in Learning and Teaching: Priorities for Institutions,...Mike KEPPELL
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• How learning and teaching has changed in a connected world
o Active learning
o Learning spaces
o Central role of technology
• Innovative teaching in a connected world
o Blended learning
o Authentic assessment
o Professional development
• The knowledge, skills and attitudes teachers need to thrive in a connected world
o Digital fluency
o Seamless teaching
o Assuring best practice in technology-enhanced environments
o Technology affordances
o Scholarship
o Learning analytics
• The knowledge, skills and attitudes learners need to thrive in a connected world
o Learners will need a toolkit encompassing digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong learning, and flexible learning pathways. This toolkit will enable the learner to tackle the complexities of the learning landscape that is becoming increasingly digital, connected, and ambiguous.
This set of slides was presented at the CT Association of School Librarians Spring Unconference on March 30, 2019 to promote conversation about cultural practice that foster a spirit of inquiry in today's classroom and library settings.
The presentation comes from a workshop I presented at RAISE 2013 in Nottingham, UK about the development of an online toolkit to support collaborative curriculum design activities and academic professional development. The workshop presentation, which includes a link to the online toolkit, asks "How can we inspire learner engagement in the methoids we use to teach at University?"
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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HEA Inspire March 2016 Julia Reeve DMU/East Midlands Writing PAD Centre
1. Breaking down barriers between theory
and practice: reflections on the use of
practice-based approaches to engage
students with theory in Contour Design
Julia Reeve
jreeve@dmu.ac.uk
East Midlands
4. My background
• Studied Fashion Design
• Fashion practitioner
• Further Education lecturer
• HE Contextual Studies Lecturer
• Own barriers
• Student barriers
East Midlands
5. What are the barriers?
• FEAR
• Perceived relevance
• Expectations about A&D courses
• Identify themselves as Designers,
not Writers and Researchers
• Prior learning experiences
East Midlands
6. What is Writing PAD?
• Writing Purposefully in Art & Design:
• ‘Our aim is to encourage and share
different approaches to writing by
practitioners by offering its member
institutions a creative playground in
which to reflect upon ‘thinking-
through-writing.’
http://www.gold.ac.uk/writing-pad/
East Midlands
7. East Midlands Writing PAD Centre
• Our Manifesto:
• 'Linking theory and
practice through
creative teaching.’
East Midlands
http://writingpad.our.dmu.ac.uk/2015/10/
12/our-manifesto-linking-theory-and-
practice-through-creative-teaching/
8. Forming a bridge between theory & practice
Writing PAD Interventions
East Midlands
10. Creative interventions: Year 1
East Midlands
Barrier
Not understanding
terminology associated
with theory
Intervention
Using the visual to
illustrate key terms
Benefit
Makes the abstract visible:
‘re-thinking learning as a
multimodal process’ (Jewitt
and Kress 2003: 17)
Visualising Terminology
11. Creative interventions: Year 1
East Midlands
Barrier
Research and writing for
theory assignments can
be seen as daunting,
lonely and irrelevant
Intervention
Make seminars more like
creative workshops.
Visual, tactile activities
incorporating peer learning
Benefit
New connections between
theory and practice can be
identified: 'having ideas
through the process of
making’ (Gauntlet 2011: 4)
Dissecting a Collection
12. Creative interventions: Year 1
East Midlands
Barrier
Not knowing where to
start with research for
theory assignments
Intervention
A stage by stage
interrogation of the topic,
using the materials and
environment of the studio
Benefit
Deeper engagement with
the topic
Forms a bridge into
research activities
Reframing Research
13. Creative interventions: Year 2
East Midlands
Barrier
Not knowing where to
start with identifying and
analysing texts
Intervention
Using the visual and
tactile to make texts
concrete
Using peer learning
Benefit
Defuses fears around the
use of academic texts
Highlights links between
existing and new knowledge Making the
visual textual
14. Creative interventions: Year 3
East Midlands
Barrier
Not seeing the way that
theory and practice can
enrich one another
Intervention
A visual, tactile workshop
where a theme for both
studio and theory final
assignments is explored
and developed
Benefit
New ideas and research
directions: ‘Reading and writing
are activities which require all
the senses, in varying
quantities, to make the work
truly alive’ (Francis 2009: 101)
Reframing
Research
15. Creative interventions: Year 3
East Midlands
Barrier
Difficulty in
communicating ideas for
theory assignments
Intervention
A mood board to support
the essay proposal
Benefit
Images spark tutorial
discussions
Tutors can better
understand student ideas
Essay Mood Boards
16. Student feedback
‘I found the Frame very useful. I will use it
again when developing my sketchbook ideas
in a more creative direction.’
‘I will use this technique for the development
of my essay and further project.’
‘Glad I came – developed more ideas on what
I am going to look at. Ideas for further
reading. Feeling more confident.’
‘Extremely useful, didn’t realise how many
ideas I had.’
East Midlands
17. Benefits
East Midlands
• A clearer understanding of the link
between theory and practice helps
students to develop:
• Creative exploration
• Collaborative working
• Reflection
• Communication
• Research
• Critical thinking
• Employability
18. Impact across the university and beyond…
• Art, Design & Humanities:
• Design Crafts, Fine Art, Dance…
• Other disciplines:
• Technology
• Biomedical Science
• Undergraduate & Postgraduate:
• Writing in Creative Practice for Researchers
• Writing PAD East Midlands:
• Forum
• Blog http://writingpad.our.dmu.ac.uk/
East Midlands
20. Reading
East Midlands
• English, F. (2011) Student Writing and Genre: Reconfiguring Academic Knowledge,
London, Bloomsbury
• Francis, P. (2009) Inspiring Writing in Art and Design: Taking a Line for a Write,
Bristol, Intellect Books
• Gauntlet, D. (2011), Making is Connecting: The Social Meaning of Creativity, from
DIY and Knitting to YouTube and Web 2.0, Cambridge: Polity Press.
• James, A. and Brookfield, S. D. (2014), Engaging Imagination: Helping Students
become Creative and Reflective Thinkers, San Francisco, John Wiley & Sons.
• Jewitt, C. and Kress, G. (ed.) (2003), Multimodal Literacy (New Literacies and
Digital Epistemologies), New York: Peter Lang Publishing Inc.
• Reeve, J. (2014) How can adopting the materials and environment of the studio
engage Art & Design students more deeply with research and writing? An
investigation into the Reframing Research technique, Journal of Writing in Creative
Practice, 7 (2) p. 267-281.
• Tactile Academia http://tactileacademia,wordpress.com
• Writing PAD http://writing-pad.org