Join two weeks of open learning and development – #FOS201 and #creativeHEjam (inc call for contributions)

#FOS201 – Flexible, open and social learning

5-14 June 2020

FIND OUT MORE: @fos4l: #FOS201 https://foslearning.wordpress.com/

Topics:

• Digital literacies
• Flexible pedagogies
• Supporting learning
• Communities and collaboration
• Open education (including linking to #creativeHEjam)

In #FOS201 you will:

• be supported by distributed volunteer facilitators across 10 NW institutions
• have the opportunity to engage in inquiry-based activities
• select what you would like to do, how, when (and with whom)
• and if you wish, be part of a community to learn with and from each other…
• and of course, experiment with and experience new approaches and consider some of these for your own practice.

You can do as much or as little as you wish in any order. You may even just focus on one of the above for the main part of the course. Whatever is useful for you! We look forward to learning together

Sean, Paul, Peter, Alex, Tünde, Emma, Hassan, Dawn, Craig, Paul, Neil and Chrissi (The #FOS201 team)

 

Creativity in Quarantine: Announcing the 2020 #creativeHEjam

12-19 June 2020

FIND OUT MORE: https://creativehecommunity.wordpress.com/ #creativeHE #creativeHEjam

The time for our second #creativeHEjam is approaching and how different it is this year! We would like to get together remotely and celebrate resourcefulness and creativity in supporting students’ learning in times of adversity.

Outline Programme

• 12 June 2020, 12:00-14:00 Join us live online for a practice sharing marketplace Book your place on the live session here
• 15-18 June 2020 Join in asynchronously (whenever suits you) with our daily discussion and short creative challenge
• 19 June 2020, 12:00-14:00 Join us live online to reflect on your #creativeHEjam experience and discuss the future of a new normal in facilitating learning

You can join us for one element of the jam or jump in and experience the whole festival, the choice is yours!

Anna, Emma, Chrissi, Neil, Sandra, Norman, Alex, Rachelle and Hannah (The #creativeHEjam team)

Call for Contributions – #creativeHEjam 2020

We would love for you to share your lockdown story via the marketplace on 12 June. 15-minute slots will be allocated to contributors and it is completely up to you how you would like to use that time! Perhaps you would like to talk through your experience via an object or presentation. You could share what has gone well for you during lockdown, or what has gone wrong! Maybe you would like to lead a debate or demonstrate an activity or perhaps you have an idea that you would value feedback on. This is your space to share practice and learn from the collective #creativeHE community Submit your contribution idea here before 31 May

 

Join #FOS201 in June, all staff and students very welcome!

We have some exciting news. FOS, is back! The open cross-institutional course for professionals in Higher Education and Further Education who teach or support learning and students who are interested in learning with others  from around the world about flexible, open and social learning together.

Visit the course site at https://foslearning.wordpress.com/

The areas we would like to explore together are:

• Digital literacies
• Flexible pedagogies
• Supporting learning
• Communities and collaboration
• Open education

The first three days will have a focus on getting to know each other and find out a little bit more about the course. And we are preparing a surprise for our very first day, the 5th. Watch this space. Then on Monday – Friday we will focus on the above areas of interest. The following weekend will be an opportunity to consolidate what we have learnt and see what we would like to take forward and how.

In #FOS201 you will

• be supported by distributed volunteer facilitators
• have the opportunity to engage in inquiry-based activities
• select what you would like to do, how, when (and with whom)
• and if you wish, be part of a community to learn with and from each other…
• and of course, experiment with and experience new approaches and consider some of these for your own practice.

You can do as much or as little as you wish in any order. You may even just focus on one of the above for the main part of the course. Whatever is useful for you.

This brand new iteration will be offered over 10 days. We start on Friday the 5th of June and will finish the facilitated version on Sunday the 14th of June. Learning, of course, can continue and often does.

This iteration is an open cross-institutional collaboration with volunteer facilitators from institutions across the North West of England. Together, we will support you and each other in debating and experimenting with alternative approaches to learning especially now. We hope this will help us all to re- and un-think our practices to solve the issues we currently face in flexible, creative and collaborative ways.

 Collaboration and cooperation are more important than ever. We hope you will embrace this development opportunity and join us. Everybody is welcome. Staff teaching or supporting learning at a higher education institution and students in the NW, anywhere else in the UK or further afield. Colleagues and students from the wider education sector may also find this useful. You are all welcome. The more diverse  our learning community becomes the better!

FOS is an openly licensed course developed through recycling and building on existing OER course and particularly FDOL developed by Chrissi Nerantzi and Lars Uhlin (see full attribution on the right-hand side). We are using an inquiry-based approach that can work for individual and collaborative learning, online and offline.

If you work at MMU, you will also be able to use your FOS work towards up to 30 FLEX credits at Postgraduate Level of the PgCert in LTHE or HE but also the MA in HE. Get in touch if you would like to find out more regarding this. Other institutions may offer similar opportunities through their internal staff development programmes.

The #FOS201 community space where our discussions will take place will be announced closer to the beginning of the course.

We hope you will join us in this exciting 10-day adventure, to share experiences, ideas, participate in (some of) the activities and learn with and from each other. You will have the opportunity to meet like- and other-minded individuals who all care about learning and teaching and will bring diverse ideas to our conversations. Be open to new possibilities, learning explorations and experimentations. Challenge, be challenged and have fun too!

We will share regular course updates on Twitter using @fos4l and the course hashtag  #FOS201.

We are really looking forward to learning together and will be back again nearer the start of the course with more information.

Please share this open invitation with anybody you feel may be interested, staff, students and the wider public.

Sean, Paul, Peter, Alex, Tünde, Emma, Hassan, Dawn, Craig, Paul, Neil and Chrissi

The #FOS201 team

 

#creativeHE news and opportunities to engage

Dear #creativeHE community,

We are living in strange times and we hope you and those close to you are safe and well. We would like to let you know about some initiatives for the community to help us see our experiences through the lens of creativity:

1. The #creativeHE meetup on 22 April (13:00-15:00) will now be hosted online at https://mmu.adobeconnect.com/creativehe. Please join us for what we hope will be a lively discussion around creative approaches to online learning and teaching and creative research methods. Find out more: https://creativehecommunity.wordpress.com/2020/02/20/meetup-22-april-2020/
2. Save the date 2^nd Annual #creativeHEjam Creativity in Quarantine: offer a live get together with special guests on 12 June from 12-2pm. The following week from 15-21 June we will host a series of asynchronous activities using our Facebook group and the #creativeHE hashtag on Twitter. Find out more: https://creativehecommunity.wordpress.com/2020/04/08/2nd-annual-creativehejam-creativity-in-quarantine/
3. New blogpost Dr Aspa Paltoglou @aspasiapal joined the #creativeHE community recently and shared a blogpost documenting her experience so far… read the blogpost here: https://creativehecommunity.wordpress.com/2020/04/04/meeting-creative-academics-reflections-from-a-new-creativehe-friend/

Best wishes,

The #creativeHEjam team

Anna, Emma, Chrissi, Neil, Sandra, Norman, Alex, Rachelle and Hannah

Save the date! UK Creativity Researchers Conference 2020 #creativeHE

We are pleased to announce that our 2020 conference will be on Wednesday 27th May 2020, in London. Our 2020 event is organised as a joint collaboration by our founders Dr Lindsey Carruthers (Edinburgh Napier University), Dr Gillian Hill (University of Buckingham) and Dr Shelly Kemp (University of Liverpool). We are further delighted to advise that Bartle Bogle Hegarty (BBH) have generously agreed to host the event in their central London office.

 

We are delighted to say that our keynote speaker is Professor Roni Reiter-Palmon. Professor Reiter-Palmon is the Varner Professor of Industrial/Organizational Psychology at the University of Nebraska at Omaha. Her impressive research record includes a focus on creativity and innovation in the workplace, cognitive processes and individual differences that influence creative performance in individuals and groups, and the development of creativity and leadership skills. We are honoured that Professor Reiter-Palmon has agreed to attend our event, and look forward to welcoming her to the UKCR network.

 

Please look out for further information on our website: https://creativityresearchers.co.uk/ and follow us on twitter: @ukcreativity. We will shortly be putting out calls for presenters, posting the timetable for the day, and of course releasing details of how to purchase your ticket.

 

#UKCRC20 

 

Best wishes,

 

Lindsey, Gill and Shelly

 

  

Dr Shelly Marie Kemp

BSc PCTHE MSc PhD CPsychol SFHEA AFBPsS

 

Senior Academic Developer

 

University of Liverpool

126 Mount Pleasant

2^nd floor, Office 217

Mount Pleasant

Liverpool

L3 5TQ

 

Telephone: +44(0)151 79 5 8482

Extension: 58482

Web: www.liverpool.ac.uk

Twitter: @LivUniAcademy

e-mail: Shelly.Kemp@liverpool.ac.uk

 

Call for papers> Exploring visual representation of concepts in Learning and Teaching in Higher Education

Exploring visual representation of concepts in Learning and Teaching in Higher Education

Submission deadline – 31 July 2020

Editors:
Dr Charles Buckley and Dr Chrissi Nerantzi

Cite as: Buckley, C. and Nerantzi, C. (2018), “Exploring visual representation of concepts in Learning and Teaching in Higher Education”, International Journal of Management and Applied Research, http://ijmar.org/cfp008.html

In the forthcoming Special Issue we will explore the use various forms of visual representation within learning and teaching processes. The issue will highlight a number of innovative case studies and implications for practice relating to supporting students’ and staff’s learning and development in the context of Higher Education across the disciplines.

The use of images for communicating has been around since cave days and we now live in the most visual era of human existence. However, whilst the use of still and moving images has been spreading, especially since the wider use of social media and open practices in Higher Education in the UK and other parts of the world, there is a need to clarify and explore the benefits, potential challenges and barriers offered for learning through more creative visual representations. More and more, academics and other professionals who teach or support learning in universities are often intrigued to find out more about the potential offered through visual methods in their practice to enhance their teaching and create stimulating learning experiences for learners in face-to-face and online settings.

There has been a growing interest in using visual representation in teaching and work such as that of Mayer (2014) on Multimedia learning offers some guiding principles such as the various ways in which words and pictures can be used to enhance learning as does Jewitt’s (2012) approach to multimedia model of learning using digital technologies. The influential theory of Clark and Pavio (1991), the dual-coding theory, has also gained wide acceptance and suggests that it is easier to understand something when we combine verbal and non-verbal elements. The implications of this are obvious for teaching in most educational settings including university, especially with an ever- growing interest in enhancing learner experiences.

This Special Issue aims to go deeper in exploring the potential uses of visual representation in teaching and learning and the implications for practice in the context of higher education while showcasing the emerging work and research in this area from around the world.

We welcome articles from new and more experienced academic writers, practitioners and researchers who have been creating, using and adapting various forms of visual representation across the disciplines and professional areas. We also invitestudents who are using them for their learning at undergraduate, postgraduate or doctoral level, from around the world and would like to share their work with a wider audience through an open access issue to help us all gain new insights and deepen our understandings in this area.

We will consider the following types of contributions:

• Reflective articles (1000-3000 words)
• Research papers (3000-5000 words)
• Viewpoints (2000-3000 words)
• Innovative practice papers (3000-4000 words)
• We strongly encourage authors to include visual representations which relate to their work.

The deadline to submit your article is 30 May 2020. This Special Issue will be published in August 2020.

*Note to the UK academics, REF 2021 will consider open access publications (research articles), subject to evaluation of the article (not the journal) by panel’s external evaluators ( https://www.ref.ac.uk/media/1092/ref-2019_01-guidance-on-submissions.pdf ).

Guidelines For Authors

Papers must be original work not published elsewhere. The Journal has a preferred publication style ( http://ijmar.org/authors.html#6 ). Please submit your paper as an email attachment to submissions@ijmar.org.

Early submissions are encouraged and will be published ahead of the deadline. All papers will go through the double blind review process.

References

1. Clark, J. M. and Paivio, A. (1991), “Dual coding theory and education”, Educational Psychology Review , Vol. 3, No. 3, pp. 149-210. https://doi.org/10.1007/BF01320076
2. Jewitt, C. Bezemer, J and O’ Halloran, K. (2016), Introducing Multimodality, London: Routledge
3. Mayer, R. (2014), The Cambridge Handbook of Multimedia Learning, 2nd Ed., New York: CambridgeUniversity Press.

Check out the call online at http://ijmar.org/cfp008.html

We are looking forward to your contributions. Please feel free to share more widely with colleagues who may be interested.

Charles and Chrissi

Special Issue: Our Creative Self: Understanding perceptions of creativity in learning and teaching > The call for proposals is now open #creativeHE

Dear all,

We are delighted to announce a new call for papers on a subject very close to our hearts:

Our Creative Self: understanding perceptions of creativity in learning and teaching

 

The purpose of this special edition of the PRISM journal is to showcase the unique journeys that have led the contributors to embrace and discover their creative identities, in order to improve the lived experience of higher education for both learner and facilitator. Through a series of reflective accounts, original research articles and position papers, presented in a variety of formats, the special edition will challenge the notion that creativity is a niche practice that belongs only to those who define themselves as ‘creative’. Through exploring your perceptions and experiences of creativity, we hope to provide insights into how creative approaches are developed and disrupt barriers to the creative process.

 

We encourage you to analyse and reflect on your creative practices, to illustrate your unique path to becoming a congruent educator. Your stories and journeys will equip the reader with the necessary tools to develop congruence between their personal and professional selves, in order to foster critical awareness, curiosity and confidence in themselves and their learners.

 

You can find the full details of the call here: https://openjournals.ljmu.ac.uk/index.php/prism/announcement/view/12

 

The editorial team of this Special Issue

(Anna, Emma, Neil and Chrissi)

Share your practice and research via the ALT Winter conference > submit your proposal before the 18 Nov #LTHEevent

Call for proposals closes 18 November 2019

The ALT will take place online 11-12 December 2019. The conference provides ALT Members an opportunity to highlight the work they and their community have been involved with and to gain feedback from peers. As with previous years, the conference is designed to be a festival of learning with the aim of increasing the impact of Learning Technology for the wider community. You can find out more about the conference, and submit a proposal via the conference website. The format of the event is designed to be multimodal, encourages communication between attendees and presenters in advance of as well as throughout the conference and aims to cross boundaries like sector, geography and job role. We have three types of sessions plus a wildcard option if you would like to try another format: Webinar – 30 minute session (incl. at least 10 min for participant discussion or Q&A) Tweetchat – 30 minute twitter discussion (please include a #tag in your proposal) Edit-a-thon – 60 minute session where you facilitate collaborative editing and improvement of a resource (please include a link to the resource) Wildcard – Up to 60 minutes to do something in an alternative format of your choice The deadline for submissions is 18 November 2019. Proposals will be checked for eligibility, fitting within the chosen session type and programming restraints within each time slot. All authors will be notified of their acceptance or otherwise in w/c 18 November. To see the variety of topics covered in 2018, see last year’s programme: https://altc.alt.ac.uk/online2018/programme/ If you have any questions about the conference or are having problems with this form, please contact enquiries@alt.ac.uk. Do you know people that would like to take part? Please share this information among your networks and let them know about  what the conference has to offer – here are some suggested tweets: ALT’s Online Winter Conference 2019 Call for Proposals closes 18 November. Submit your proposal now – https://go.alt.ac.uk/2IySRnB #altc Register for FREE: ALT Online Winter Conference 2019, 11-12 December. For more information, visit – https://go.alt.ac.uk/online2019 #altc

 

Dr Maren Deepwell, SCMALT

Chief Executive

tel: +44 (0)1865 819124

twitter: @marendeepwell

skype: maren.deepwell

 

Association for Learning Technology (ALT)

Registered Charity Number 1160039

www.alt.ac.uk