12 Apps of Christmas 2016 #12AoC

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Are you interested in exploring which free mobile apps could help you in your teaching or supporting your students?

Would you like to take part in a fun, free, practical online course this December?

Then the 12 Apps of Christmas could be for you.

Last year, over 1000 participants from around the world took part in a new open course hosted by Regent’s University London – the 12 Apps of Christmas.  In just a few minutes a day, they learned about and tried out a range of free mobile apps with potential classroom use, built a community of practice, and had fun doing so.

The course was a success, winning the Credo Digital Information Literacy Award and inspiring people to run versions at other institutions.

Now, the original is back – better than ever! From 1st to 16th December 2016.

The 12 Apps of Christmas 2016 will offer a completely new range of carefully selected apps, while keeping to the same simple, entertaining formula which made it so successful last year. Expect guest posts, engaging hands-on activities, and a chance to be part of a friendly, enquiring community of educators worldwide.

And for those of you who took part last year – yes, we’re afraid the Christmas cracker jokes will be back…

To enrol on the 12 Apps of Christmas 2016, go to:

http://tinyurl.com/12AoC16

Watch the video here:

http://helixmedia.regents.ac.uk/Play/3360

Twitter: @12AoC #12AoC

Next CELT-TIPL Event – “Using data to develop institutional policy”

Dear all,

The next HE seminar in the joint CELT-TIPL (Technology, Innovation and Play for Learning research group) series is scheduled as follows:

Thursday 29th January, at the later than usual time of 16.00.

Our speaker is Dr. Rachel Forsyth of CELT and her topic is “Using data to develop institutional policy”. Rachel summarises as follows:

As part of a large JISC-supported institutional project on assessment and feedback, two different types of institutional data were analysed to identify potential changes to assessment procedures and practice. Comments from institutional student survey data were analysed to identify 10,000 comments relating to assessment. Coding of these comments enabled the project team to identify a series of areas for change which were common across the institution, rather than just using the survey data for course-level changes, which had happened in the past.  This led to the production of new institutional assessment procedures designed to improve the student experience. Institutional records about assignment types, which had been produced simply to support course validation, were then analysed to discover the ten most common types of assignment in use across the institution. Detailed guidance on implementing the new procedures was then developed for these ten assignment types, which accounted for two-thirds of the total number of assignments being taken by students. The combination of data from different parts of the institution has enabled change to be made and supported in a way novel to the university. The data and linked guidance will be presented during the session.

The venue is the Research Space in the Shed, John Dalton West.

I hope you can join us next on the 29th.

Best wishes, Charles