[14] 12.15pm: Roundtable: What have the last 16 months taught us, and what has been the impact on our practice and student outcomes?
Speakers
- James Moreland, Programme Director, Institute of Education, St Mary’s University
- Sarah Batty, Senior Lecturer, Secondary History, St Mary’s University
- Kirsty Harding, Senior Lecturer, Secondary PE, St Mary’s University.
Abstract
In the last 16 months, all sectors of education have made considerable changes to practice with the intention of maintaining quality of provision and student outcomes. Our programme (PGCE Secondary with QTS, a one year post graduate programme) has lost opportunities to work with students on campus and students have lost opportunities to practice in school. Although both in HEI and the secondary school environment have focused on the use of online resources to provide teaching and learning opportunities, this round table will explore the actual provision offered rather than the specifics or mechanics of online learning. We will use the context of recent research by King (2019) which considered three models of learning and development focused on problem solving, reflective practice and deliberate practice noting the importance of two common themes, a strong purpose and a strong evidence base. These two themes will be explored through the experiences of lecturers, with input from past and present students to show how provision was adapted to maintain high levels of outcomes. The round table will show how previous provision was maintained and how we worked with external experts to enrich the programme experience.
[15] 12.15pm: Workshop: Making information go viral: Create a meme to build digital skills
Speaker
- Arielle Redman, Teaching & Learning Advisor, University of York.
Abstract
The Digital Divide is a wicked problem intensified by the pandemic. Research needs communicating far and wide. These two grand challenges can be addressed simultaneously through a novel approach to developing expertise in digital and research skills that has been successfully implemented at the University of York.
This workshop exemplifies this pedagogical approach; build confidence and competence through sessions which produce something (digitally) tangible. Staff and students have attended these remote sessions and created digital self-portraits, looking at data visualisation techniques, games, looking at logic and coding, and more. This has been a hugely successful approach; these sessions have been far more popular and appreciated than previously offered presentations or workshops explicitly exploring the skills themselves without offering an ‘end product’.
By definition, memes are widely shared and enjoyed. They are accessed by a much wider range of individuals than raw academic research papers, or online news articles which selectively distil the relatively raw knowledge from their choice of ‘eye catching’ research. Making a meme that people want to share can be straightforward if you have the right ingredients. Become an expert in memes and you might not even notice becoming an expert in image editing and critical thinking.