Presenter: Jeff Lewis, Principal Lecturer CPD & Distance Learning.
Jeff Lewis is employed as Principal Lecturer CPD and Distance Learning and is Programme Director for the BSc (Hons) and MSc Dental Technology teaching programmes. He is also currently acting Associate Dean of Learning & Teaching for the School of Sport and Health Sciences at Cardiff Metropolitan University.
He pioneered the use of web-based video-conferencing (Adobe Connect Pro) for the delivery of learning material to remote learners in the workplace and has advised the university on its uses and implementation. He is enthusiastic about flipped classrooms and the use of learning technology to enable this.
Jeff is a National Teaching Fellow (NTF) and Senior Fellow of the Higher Education Academy and has received several awards from his profession including ‘Best Educator of the Year’ (Dental Laboratories Association) and ‘Distinguished Technician Award’ (British Orthodontic Society) as recognition for all the work he had done and his contributions to education and dentistry. He has published chapters in Higher Education books regarding reaching remote learners and has published and presented internationally regarding the use of he arts for reflection.
Some people will remember our successful Festival of Learning & Teaching in 2016, which featured a very diverse range of activities – who could forget* our own game show, Ready, Steady, Teach?
After a couple of years of more traditional conferences, we’ve decided to return to this extended format for 2019, so please save the dates. The call for contributions will open on 1st November 2018: we’ll be looking for research papers, workshops, pecha kucha, discussion panels, games and whatever else you come up with to report on, develop and celebrate learning and teaching at Manchester Metropolitan.
Drawing on research conducted across the Australian higher education sector, this presentation explores the invisible boundaries that first-in-family learners considered they had to overcome in order to get to and succeed at university. These ranged from institutional or organisational boundaries through to boundaries imposed by self and others. Applying the sensitizing lens of boundary crossing, an analysis of how learners both navigated their transition into university and the types of persistence behaviours adopted is provided. The focus is on those who have traversed these boundaries and considers the nature of these incursions and the impacts such movements had, as narrated by the students themselves. While this cohort all self-identified as being the first in their family to attend university they also acknowledged a variety of additional social, cultural and economic factors that impacted upon this educational journey. Referring to in-depth biographical interviews conducted with 72 intersected learners, this deeply qualitative study contributes to our understanding about the university persistence behaviours of diverse student cohorts and provides an alternative framing from which to consider these educational trajectories. Brief Bio: Associate Professor Sarah O’Shea leads the Adult, Vocational and Higher Education discipline in the School of Education, University of Wollongong, Australia. Sarah’s institutional and nationally funded research studies advance understanding of how under-represented student cohorts enact success within university, navigate transition into this environment, manage competing identities and negotiate aspirations for self and others. Sarah has published extensively in the field and has been awarded over $(AUD)1.5 million in grant funding since 2009. Sarah is also an Australian Learning and Teaching Fellow (ALTF), a Principal Fellow of the Higher Education Academy (HEA) and a Visiting Research Fellow at the Australian National Centre for Student Equity in Higher Education
Emerging research suggests that for students to fare better, they need to fail better (cf. Carol Dweck, 2006). How students respond to failure is a strong predictor of future success, and the notion of resilience is increasingly prevalent in conversations about higher education. Resilience has a number of characteristics, including levels of persistence, effort, positive mindset, motivation, and self-regulation. So how do we build resilience into our classrooms? Are there ways to embed resilience into the content we deliver? This talk will explore the ideas of resilience, buoyancy and grit in the landscape of higher education and make a case for modelling failure as a means of building the reserves of both teachers and learners so we can move forward together wi th courage and hope Dr. Jessica Riddell is the inaugural Stephen A. Jarislowsky Chair of Undergraduate Teaching Excellence at Bishop’s University. In this capacity, she explores innovative teaching and learning practices, creates mentorship opportunities for students and faculty, mobilizes knowledge around learning in higher education (with a particular focus on the humanities), enhances professional development initiatives for her colleagues, and participates in a wide range of consultations at the national and international levels. She is the VP Canada on the Board of ISSoTL (International Society for the Scholarship of Teaching and Learning) as well as a Board member for the 3M National Executive Council. Dr. Riddell is the faculty columnist of University Affairs and her articles appear in a series called “Adventures in Academe.” She is also an Associate Professor and the Chair of the Teaching and Learning Centre. Her research into higher education is broad, and she has published on exp eriential learning in the humanities, using legal trials as models of undergraduate inquiry, how we change institutional cultures to support scholarly teaching. She is currently writing a book with two colleagues on critical empathy and Shakespeare in the 21st century classroom. Dr. Riddell was awarded the 3M National Teaching Fellowship in 2015, the first recipient of the award at Bishop’s University and the youngest ever recipient in the national award’s 33 year history.
On the 11th July research group SEEG in partnership with Centre of Excellent in Learning and Teaching (CELT) are hosting a joint workshop: Pedagogies for Sustainability, Responsible Enterprise and Innovation.
The workshop draws together in-house MMU expertise, recent CELT-funded research , and good practice from external and international case studies to look at how new and innovative pedagogical approaches, including Problem and Enquiry Based Learning (PEBL) short training courses (Carbon Literacy) and online-technology facilitated learning can help us stay at the forefront of enhanced student experience and pedagogical innovation. We will hear about case examples from Nottingham Trent University, and internationally from colleagues from Arizona State (USA) and Aalborg (DK) Universities.
Seminar by visiting speaker, Dr Nicholas Blessing Mavengere The present environment is very dynamic characterized by factors, such as, intense technological innovation, global economy and strong competition and information overload. Learning is one of the ever-required virtues in this continuously changing environment. So rapid development of technologies is both a push factor in learning requirements and a vehicle to advance the learning process. In addition, the global nature of the environment today calls for virtual learning because of convenience, time and cost factors. The seminar seeks to highlight measures to promote virtual learning experience in higher education. This is drawn from the results of a study which included review of pedagogical techniques and technological tools that fit the learners’ and study content requirements to foster learning in a virtual environment. Dr. Nicholas Blessing Mavengere is researcher (post-doctoral) at University of Tampere in Finland. His research completed in 2013, was selected best PhD at a top European conference and received a university award. He has broad technology related research interests including technology application in higher education, strategic agility in business, ICT4D and information systems. He has published in journals, such as, Journal of Education and Technologies, Journal of Information Technology Cases & Applications Research, Electronic Journal for IS evaluation, International Journal of Agile Systems and Management. He has been associate editor at the World Conference on Computers in Education (WCCE) 2017 and 2016 IFIP TC3 joint conference, focusing on the topic of Stakeholders and Information Technology in Education. He has reviewed for several journals and conferences. If you are interested in attending this seminar please click on the link provided below:-