UCL Video Projects 2011-
CURRENT 2018-2019
Creating teaching resources and documenting the new roll out of the ABCtoVLE project.
“UCL Digital Education has been awarded two year Erasmus+ funding to develop their well-known ABC learning design workshop with a 12 European universities. Since its inception at UCL only three years ago this unique ‘rapid-development’ approach to help academics develop high tech student-focused modules and programmes has had an unprecedented impact on the sector. Dr Clive Young, the originator of ABC alongside his Digital Education colleague Nataša Perović, gives the reasons for its success.See: UCL ABCtoVLE
RECENT 2017-2018
Programmes and modules development with ABC curriculum design
“Dr Clive Young and Nataša Perović (UCL Digital Education, ISD) describe ABC curriculum design: a quick way to (re)design programmes and modules through a hands-on workshop where academic teams discuss and create storyboards of students’ activities. “ABC (Arena, Blended, Connected) curriculum design, created by UCL Digital Education, is an effective and engaging hands-on 90-minute workshop where academic teams work together to create a visual ‘storyboard’ outlining the type and sequence of learning activities (both online and offline) required to meet the course’s learning outcomes.” See: UCL ABC
PART 1: Log of UCL MEDIA Scoping Project – MH research and set up of video capabilities for staff. For Learning Environments 2014 and 2016
PART 2 Log of CALT Projects – set up of Arena including UK PSF (logged against Dimensions) and teaching resources for staff lecturer training. Centre for Advanced Learning and Teaching (CALT) 2011-2014
(Scroll down page – Long list!)
Part 1: Log of UCL MEDIA Scoping Project
Resource Description |
VIDEO TITLE |
| UCL ARENA Blended Connected (ABC) Curriculum Design Edited session recordings of BSc Social Science Degree Course development Mette Berg at Institute of Education 18th January 2016 Dur: 4.19 |
ABC Course Design Course design using storyboarding |
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UCL Teaching Administrators Induction Video Project 4 parts Dur: 1.40 – 2.40 Part 1 Who are UCL’s Teaching Administrators? Part 2 Learning to be a UCL teaching Administrator Part 3 UCL Teaching Administrators Conference and Forum Part 4 UCl Teaching Administrators CMALT and ARENA learning TBA final edit |
WHO ARE UCL’s Teaching Administrators? |
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Pre-session briefing for new students understanding principle behind create a marketing video for their E Lab in Ema Pavic’s Marine Engineering course Keynote run through using iShowU HD Dur 12.50 Session never happened problem with Lab facility |
E LAB Video Project |
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Draft Launch of Proposal for introduction to an Online Learning course: Advice on narration and review of content to encourage staff to join. Completed by staff at Knowledge Lab. Eileen Kennedy Dur 2 mins |
Arena Digital Project |
HOW TO…… VIDEOS for Staff use |
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Howto—plan. Video using the ABC as an example of storyboarding and other forward planning tricks 05 January 2016 Dur 9.29 |
How to Plan a movie |
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Some BBC reporting skills recently learnt |
How to …Professional Informality |
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Using the Global Citizen Programme editing in final cut Pro X to demonstrates chat away giving an insight to students. POV) is how a lecturer can describe thinking about academic practice while showing rather than telling students. 19 June 2015 Dur: 8.08 |
How to … Digital Whittle |
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How to use iShowU HD for student feedback. Dissertation feedback. Showing how lines can be drawn to show argument flow in pages Dur: 3.94 |
How to… studentfeedback1 |
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These two following videos cover the basic knowledge for set up for using iMovie on Mac for the first time. They are found on one page at https://www.mhmvr.co.uk/UCLCMS/howto/howtolonglifelecture.html lecturevideo1-desktop.mov Some ideas for Workflow to cut the time taken: lecturevideo2-desktop.mov |
Longlife your lecture Cut editing time |
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a method for taking a standard academic lecture and reordering for better impact. Some ideas for improving your workflow. Achieve story variety for a live presentation. Easier to edit into a short a video |
Restructure your Powerpoint for Impact |
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How to give a lecture and split up for flipped use |
PowerPoint Split Up Structure |
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Two videos on this page https://www.mhmvr.co.uk/UCLCMS/howto/howtofastedit.html Every second counts. Every edit has to have a reason – a reason that works in terms of instant relevance to the story. Example 1: Just starting the edit FastEditweb-desktop.mov Example 2: A guide through the completed edit FastEdits720.mov |
How to…Fast Edit |
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Two videos on this page https://www.mhmvr.co.uk/UCLCMS/howto/howtoslashburn.html This is an example of harsh editing right from the beginning of the timeline Example 1 Slash & Burn Editing start of project steveslash&Burn 1 720.mov Example 2 Slash & Burn Editing later stages Slash&Burn.mov |
How to..SiezetheMoment Edit |
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https://www.mhmvr.co.uk/UCLCMS/howto/howtosiezethemomentedit.html One video This is an example of changing the original plan with Andre Sella’s interview, because of sudden opportunity arising, cutting down time with a voice over to get the best bits for a teaching message. Fine editing demonstrated at speed. siezethemoment.mov Dur: |
How to..SeizetheMoment Edit |
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How to ‘frame’ a subject is to focus attention and contain the subject. ‘Quick & easy ways to help you make digital media teaching resources better’ A video camera viewfinder or a PowerPoint slide, a sketch or drawing with a border, is to frame an idea, an issue or subject |
The Frame Metaphor |
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Everything broadcast is written down first•• No one talks direct to camera for any length of time- why should you? ‘Quick & easy ways to help you make digital media teaching resources better’ |
How to…write to read out aloud |
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The BBC Radiovision Archive at UCL Institute of Education In the researcharea of my site but still a useful example https://www.mhmvr.co.uk/ResearchArea/videofeedback9.html radiovision2.mov |
How to use iphone video |
DRAWING SECTION | |
https://www.mhmvr.co.uk/UCLCMS/howto/howtodraw1.html | Drawing ideas |
How to draw ……Metaphors https://www.mhmvr.co.uk/UCLCMS/howto/howtodraw2.html | Metaphors |
How to draw ……Learning ideas https://www.mhmvr.co.uk/UCLCMS/howto/howtodraw3.html | How to draw ……Learning ideas |
SCOPING PROJECT Archive
https://www.mhmvr.co.uk/site/uclmedia.html The First section in Documents are a) paperwork for the Project, b) video summaries of the Project. Below that is the Second section. Each interviewee comprises, first a full talking head interview and, second an edited case study of a selection of interviewees with visual examples of key points in the interview. It is worth noting that the selection was made because of time and ease of editing examples. All interviewees were represented at some point in summary video clips.
SCOPING PROJECT FIRST SECTION | VIDEO TITLE |
Executive Summary: Main Report Appendix C: Transcript of interviewees Extract: MH Suggestions for future training opportunities All interviewees have transcripts of their main interview. PDFs download from website | Final Report |
SCOPINGPROJECTSUMMARYMIKEH FOLDER My video survey of content of the Project and output. https://www.mhmvr.co.uk/site/uclmedia.html MikeNewsoundFinal2 | MIKE H survey of project on website
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Clive and Tony Scoping Project Summary. Originally planned as a summary with examples but finally rejected because of poor acoustics and talking heads off the cuff. CliSctEdit 5 Project.mov also experiments with music and title small and large scale videos https://www.mhmvr.co.uk/UCLCMS/uclcVideoSummary.html | Video Summary: end of project |
Interim Summary for 13th April T&L Conference. These could be very useful At web and lecture size Two videos 12mins SummaryClipsProject12min.mov and 4 mins SummaryClips2 4min850Project.mo | Interim Video clips |
UCL Lecturers on Video 13th April Teaching & Learning Conference (IOE) two videos Part 1: Clive Young The ‘Big Picture’ ClivePresProject.movPart 2: Mike Howarth ‘The UCL Lecturers on Video Survey’ Interim Report. Also example of how to edit slides into presentation for brevity and clarity. MikePresProject.mov https://www.mhmvr.co.uk/UCLCMS/uclcmsT&L%20conf2015.html | T&LConf 13th April 2015 |
INTERVIEWS 8 CASE STUDIES |
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INTERVIEW Stage 2: Case Study Andrea Sella Dur: 5.22 https://www.mhmvr.co.uk/UCLCMS/uclcms17AndreaSellaCase.html | AndreCaseStudy.mov |
INTERVIEW Stage 2: Case Study: Andrew Cook Dur: 6.10min https://www.mhmvr.co.uk/UCLCMS/uclcms15AndrewCookCaseStudy.html | AndrewCaseStudy3CompProject.mov |
Case Study: Ema Muk-Pavic: Dur: 4.38 https://www.mhmvr.co.uk/UCLCMS/uclcms2MukPAvicCase.html | EmaPCaseStudyProjectb.mov |
Case Study: Graham Roberts: Dur: 4.38 https://www.mhmvr.co.uk/UCLCMS/uclcms6robertsCase.html | GrahamRobertsCaseStudy.mov |
INTERVIEW Stage 2: Case study John Potter Dur: 4.17 min https://www.mhmvr.co.uk/UCLCMS/uclcms19JohnPotterCaseStudy.html | JohPotterCaseStudy1Projecta.mov |
INTERVIEW Stage 2: Matthew Wood-Hill Case study Dur: 3.36 https://www.mhmvr.co.uk/UCLCMS/uclcms12JMattWoodHillCase.html | MWOOHillPCaseStudy1.mov |
INTERVIEW Stage 2: Steven Buckingham Case study Dur: 5.19 https://www.mhmvr.co.uk/UCLCMS/uclcms16StevenBuckCase.html | SteveBuck3rdcutCase studyProject.mov |
Case Study: Helen Wilson, Mathematics Dur: 9.00 HeleWilsonCut3Project.mov https://www.mhmvr.co.uk/UCLCMS/uclcms4WilsonCasestudy.html | HeleWilsonCut3Project.mov |
SCOPING PROJECT ALL TALKING HEAD INTERVIEWS |
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INTERVIEW Stage 1: clips: Andrew Cook Dur: 14.29 min https://www.mhmvr.co.uk/UCLCMS/uclcms15AndrewCook.html | Andrebaseprojectnew.mov |
INTERVIEW Stage 1: clips: Andrea Sella Dur: 17min https://www.mhmvr.co.uk/UCLCMS/uclcms17AndreaSella.html | AndreSellaMasterProjecta.mov |
INTERVIEW Stage 1: clips: Anne Welsh Dur: 25min https://www.mhmvr.co.uk/UCLCMS/uclcms13AnnWelsh.html | AnneWelshMasterProjectb.mov |
INTERVIEW 2 Stage 1: clips : Bill Hodgson Dur: 20 min https://www.mhmvr.co.uk/UCLCMS/uclcms10BillHod.html | BillHodgsonmasterProject.mov |
MAPS E-Learning Workshop.18th Feb.11-1 Anatomy G04 https://www.mhmvr.co.uk/UCLCMS/uclcms7Danuta.html | Danuta Kaminski Project850.mov |
Update 9th March: Final edit. Mix of student work and Lecturer’s comments. 5.14 mins https://www.mhmvr.co.uk/UCLCMS/uclcms2MukPAvic.html + 3 other videos not referenced | EmaBase 850Project.mov |
INTERVIEW 2 Stage 1: clips : Graham Roberts. Dur: 36min https://www.mhmvr.co.uk/UCLCMS/uclcms6roberts.html | grahammasterproject2.mov |
INTERVIEW 2 Stage 1: clips :Dr Jenny Bunn Dur: 15min https://www.mhmvr.co.uk/UCLCMS/uclcms8jennyb.html | JennyBunnMaster Projectc.mov |
INTERVIEW Stage 1: clips: Jonathan Kendall Dur: 16min https://www.mhmvr.co.uk/UCLCMS/uclcms11JonKendall.html | JKmasterProject.mov |
INTERVIEW 1 Stage 1: clips : John Mitchell. Dur: 18min https://www.mhmvr.co.uk/UCLCMS/uclcms5mitchell.html | johnmitchellmasterproject2.mov |
INTERVIEW Stage 1: clips: John Potter Dur: 21 min https://www.mhmvr.co.uk/UCLCMS/uclcms19JohnPotter.html | xxJohPotterMasterProjecte.mov |
NTERVIEW Stage 1: clips: Matthew Wood-Hill Dur: 25min https://www.mhmvr.co.uk/UCLCMS/uclcms12JMattWoodHill.html | MWOOHillPMaster2.mov |
INTERVIEW Stage 1: clips: Richard Freeman Institute of Education Dur: 25min https://www.mhmvr.co.uk/UCLCMS/uclcms143RichardFreeman.html NTERVIEW Stage 1: clips: Steven Buckingham Dur: 22min https://www.mhmvr.co.uk/UCLCMS/uclcms16StevenBuck.html | Richard FreemanmasterProjecta.mov SteveBuckMasterProjecta.mov |
Examples of MH own online teaching use of video in practise from MDX examples
See in folders iShowU Howto MDX examples | VIDEO TITLE |
xxreserachareintrorproject2.mov Dur 3.03 https://www.mhmvr.co.uk/site/research.html | Introductory video |
Video available to students before the first 11th November Session Setting up what the session will cover https://www.mhmvr.co.uk/ResearchArea/videofeedback1.html Video as a review of lessons learnt Positive Examples of good work Reasons given Research Based Learning Demonstrates lecturer as research. Proposes student as participant in research. Future improvement: Practical application of research results in current teaching. https://www.mhmvr.co.uk/ResearchArea/videofeedback5.html Naming file attachments. Online teaching requires student maintain a well organised filenaming and file storing regime https://www.mhmvr.co.uk/ResearchArea/videofeedback3.html Students have have very little experience of letterwriting. Clear concise adult writing skills are essential. https://www.mhmvr.co.uk/ResearchArea/videofeedback4.ht Reading effectively POV video using a book to show ritual methods https://www.mhmvr.co.uk/ResearchArea/videofeedback6.html Creating an Introduction early on helps you to think and write clearly Write an Introduction : You can always rewrite it later. Think about your section headings: Make sure the sections are short and not a questions. Each section: Use your section heading in each first sentence of the section. https://www.mhmvr.co.uk/ResearchArea/videofeedback10.html Ideas for questionnaire construction https://www.mhmvr.co.uk/ResearchArea/videofeedback11.html | Pre Live lecture Event video
Post Deadline Review
Filenaming for online teaching
Research letter writing to school Reading for Research
Literature Review Introduction Questionnaire Introduction |
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Reflections of online teaching use of video Workshops
Workshop Resources | VIDEO TITLE |
PowerPoints and pdf versions of two sessions materials some videos | 2013 Media Savvy Workshop 10th 21st July |
Introducing EduMedia Masterclass You are a creative teacher Teaching for better student engagement PowerPoints and pdf versions of two sessions material | 2014 Workshop 24th July |
DRAWING RESOURCES |
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Collection of folders of MH graphics of various kinds all to be credited if used |
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UCL CALT PROJECTS LIST
2011-2014 ARCHIVE
(Scroll down page)
Working to commissions by the Director and the Senior Teaching Fellows at the Centre for the Advancement of Learning and Teaching (CALT) at University College, London.
- Development of video resources that demonstrate teaching standards thoroughout the University. To support the university’s commitment to quality teaching and research.
- The Media-Savvy Academic Training. Support for quick and easy methods for embracing educational media skills developed during a career in BBC Education and 10 years lecturing, (with Principal Teaching Fellow Dr Paul Walker).
- Focussed video resources for CALT courses. Methods that set a new standard in relevance and impact, (with Dr Rosalind Duhs, Dr Teresa McConlogue, and Dr Nicholas Grindle).
- Your Learning Journey at UCL. Induction resources for International Students, producing and filming opening sessions for 2012-13 with Dr Paul Walker.
Contact me for permission to view.
Videos are stored at 640 x 360 size and are streamed from a dedicated video server and can be viewed in full screen mod .
Original material is HD quality for broadcast and conference delivery.
2011-2014 MH produced video resources mapped against UK PSF Dimensions
I was asked to map the video content filmed over the last three years between UKPSF dimensions and core UCL ARENA teaching objectives. The aim is to add these resources to the UCL Arena website with two objectives 1)For CALT teaching staff to use in sessions about making claims for Fellowship, 2)For UCL staff self-study as they plan their own claims.
Video clips resources | VIDEO TITLE |
Very brief clips from this sequence possibly only as voice overs. 3 main aims flagship,forum,opportunity to get qualifications etc Core messages on all 6 themes Change colour and crop | Arena Project Introduction Stage 1: video links |
Core learning and A1 teaching planning and design A2 K2, K3 V2 V3 | Object Based Learning: video links |
A1 A2 A3 K2, K3 K5 K6 V2 V3 V4 | Academic Writing |
A1 A2 A3 K2, K3 K5 K6 V2 V3 V4 Julie Evans Enhancing research-based communication skills, Hazel Smith Research-based chemistry teaching, John Mitchell, Amanda Cain Assessing practical skills, Carl Gombrich Students as Researchers, Zubin Misty Making history with iPads. | conference project summary interviews |
A3 Feedback Portfolio. More material available. Half an hour session. NB This could be one of the UKPSF video clips in itself | UKFSP student feedback |
A1 A2 A3 A4 NB summary at beginning worthwhile on its own | Clinical Problem Solving Client Story telling an client decision making |
A1 A2 A4 K4 elearning Lunchtime session short Intro summary and long session with named sections Example of problems of structuring powerpoint lecture | Virtual Lab solving problem of difficult topics and complex lab task |
A2 A4 A5 K2 K3 K4 V2 V4 Three videos Safety focus, Benefits of being a lab supervisor, interviews with student supervisors | UCL Lab Demonstrators Safety |
A5 K5 K6 V3 | UCL Teaching & Learning Exchange Learning is Personal: Launch Event 16th October |
A1 A2 A4 V2 V4 K2 K3 Originally my commission by Careers this maybe a worthwhile example of teaching activity and the Team Managers video is potentially a model for staff development | UCL Careers Focus on Management Team Managers |
A2 A3 A4 K2 V1 Massive amount of material on a range of subjects especially from students about tutorial support Samples on this page including summary for a conference at the bottom of the page. Sample questions answered: 1. How does personal tutoring work in your department? 2.What typically happens in one of your personal tutorials?3.What are some of the most satisfying tutorials you¹ve run?4.What have been the most challenging things happening in your personal tutorials? 5. What do you think about including PPD in personal tutorials? 6.What are the benefits of encouraging students to use PPD resources? 7.Are there any problems with the PPD resources ? 8.What kinds of issues arise in tutorial session that you would like to address? 9. How do you encourage a student to use the PPD resources? 10. How would you advise a new personal tutor to make their tutorials effective ? 11. What parts of the institutional resources provided to support PPD in personal tutoring work well and which don¹t? | UCL Personal Tutors Project |
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Video clips resources | VIDEO TITLE |
A1 A2 A3 A4 A5 V2 V4 Resources for students organised by peers. Insights from students about quality of feedback and guidance from staff Notes on views of students summary included this page | UCL Personal Tutors Chemistry alumnii evening |
A1 A2 K2 K3V1 V2 V3 introduction and sections high quality presentations. briefing for presentation exercise. Preparing a presentation. How to present. Questions from student. | UCL Postgraduate Lecture Training Presentation Skills |
K4 Dr Parama Chaudhury Christian Speilmann iPad maths Dr Paul Bartlett New Physics Lab | Mobile Technologies Summits & Horizons |
K4 Introduction Nick Dawe Social Media Strategy Anthony Finkelstein How to use blogs effectively Jon Butterworth Using Twitter | Social Media Summits & Horizons |
A5 V2 V4 K5 K6 survey of UKPSF making creative problem solving explicit Review and Reflection on past action v Thinking on the spot immediacy expertise. Seeing the world differently changing as a person. Student’s conception of learning?- listen to the metaphors: I’m lost – no navigation. Models not turned into understanding they are human artifacts. Simplicity and complexity. Setting problems and leaving student to find solutions.Very sophisticated objectives but ends up being upto ability and effort. Ideas for learning landscapes is helpful, set goals learning journeys experience of confusion and resolution in a simple way experiencing not seeing but the penny drops. Reflection in action observe themselves thinking. Drawing exercise | Reflective Practice for students |
A5 V4 K5 K6 Induction lecture.Attitudes to learning at UCL Introduction from Paul Walker Interviews with students about impact of the sessions Full lectures for undergrad and post grad | UCL Induction International Student Orientation Programme (ISOP) 2012 |
A1A2 K2 K3V1 V2 V3 7 Parts. History of Research Led Teaching and Research Models Discipline differences.Who benefit’s. Chocolate project, summary | Research Led Nexus TiHE students Course presentations |
Of historic reference only, to show how far UCL has come?? Clive, Rosalind Leonie Hannan Kimberley Freeman Mark Weyers | Departmental Learning and Teaching Strategies 9th Feb 2012 |
A1A2 K2 K3V1 V2 V3 7 Part 2:The Rational for Reflective Practice. Part 3: Discussion Part 4:The Reflective Cycle Part 5: Seminal Research Part 6: Creating Your Own Model of Learning (END) | Teaching in Higher Education TiHE for Postgraduate Teaching Assistants Session 1: The Reflective Practitioner 15th February 2012 |
Dr Mark Weyers: Senior Teaching Fellow Part 1: Introduction Part 2: Elements of Curriculum Design Part 3: QAA Benchmarks Part 4:The SOLO Taxonomy for Learning Outcomes Part 5: Constructive Alignment Part 6: How to Structure and Sequence a Curriculum Part 7: Neuro- constructivist View of a Curriculum Part 8: Student Questions and Dr Mark Weyers Summary | Teaching in Higher Education TiHE for Postgraduate Teaching Assistants Session 2: Curriculum Design – Designing a Course and Writing Learning Outcomes 22nd February 2012 |
Dr Mark Weyers: Senior Teaching Fellow Part 1: Introduction (9 parts) Part 2:Theoretical underpinning of Active Learning Part 3: Methods of Engaging and Increasing Understanding Part 4: Leading Effective Discussions in Small Groups Part 5: Effective Discussions Part 6: Starting Discussions – Case Study and Group Task Part 7: Planning an Active Learning Task to Engage Student: Enhancing the Identified Solutions Part 8: Planning a Deep Approach to learning Part 9: Planning you Workshop Model | Teaching in Higher Education TiHE for Postgraduate Teaching Assistants Session 3: Small Group Teaching:Engaging Students in the Classroom 29th February 2012 |
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Video clips resources | VIDEO TITLE |
Dr Rosalind Duhs: Senior Teaching FellowPart 1: IntroductionPart 2: Lectures are part of a chain of LearningPart 3:What is a lecture?Part 4: Delivering LecturesPart 5: Lecture Practice APart : Lecture Practice BPart 7: Lecture Plan and designPart 8: Visible LearningPart 9: Design for LearningPart 10: Tips for lectures to promote learning | Teaching in Higher Education TiHE for Postgraduate Teaching Assistants Session 4: Lecturing and Large Group Teaching 7th March 2012 |
13 Videos Part 1: Introduction Part 2 and 3: Approach Part 4: Overview Part 5:Applying Ideas Part 6: Formative Assessment Part 7: BarriersPart 8: Tutor Feedback Part 9/10/11: Setting and Assessing Part 11: Giving Feedback (Part 10 activity left because of pressure of time in the session) Part 12: Dialogic Feedback System Part 13: Evaluatiing Student Performance THE END ( Part 14:Activity left out because of pressure of time in the session) | Teaching in Higher Education TiHE for Postgraduate Teaching AssistantsSession 5: Assessment and Feedback for Learning 21st March 2012 Dr Rosalind Duhs: Senior Teaching Fellow |
Part 1: Introduction – NicolePart 2:The Globalising World of Higher Education – NickPart 3:Teaching Multicultural Students – LarissaPart 4: Hussam: IOC Stakeholders and Policies and Role Play IntroductionPart 5: Hussam: IOC Stakeholders DebatePart 6 :IOC at UCL Debate: NinaPart 7: How is the Internationilsation of the Curriculum implemented? AliPart 8: Implementation of IOC at UCL:AbdullahPart 9:Implementing IOC in the Classroom: Helen | Teaching in Higher Education TiHE for Postgraduate Teaching AssistantsSession 6: Internationalisation of the Curriculum 25th April 2012Postgraduate Teaching Assistants presentation |
Part 1: Introduction Important Elements of a Lecture Engaging the StudentPart 2: Encouraging Deep Understanding: Engagement, Deep Approach & QuestioningPart 3: Getting and Keeping AttentionPart 4: Mind Map ExercisePart 5: Effective Communication | Teaching in Higher Education TiHE for Postgraduate Teaching AssistantsSession 7: Large Group TeachingLecturing and Presentation Skills26th April 2012Dr Mark Weyers: Senior Teaching Fellow |
Part 1: Introduction:Alex Murray Part 2:What is RLT? Imogen WadeP art 3:What is RLT Discussion and Aims of RLT: Imogen Wade Part 4:Advantages and Disadvantages of RLT: Seth Mehl Part 5: RLT and the University : Mike Manlangit Part 6: RLT in Practice:Anastasia Sakellariadi Part 7: Debate RLT Implementation: Laura Narvaez(listen to the audio after the closing title) Part 7a: Implementing RLT: Bad and Good Practice: Mike Manlangit Part 8: Session Review:Alex Murray | Teaching in Higher Education TiHE for Postgraduate Teaching AssistantsSession 8: Research Led Teaching 2nd May 2012Postgraduate Teaching Assistants presentation Alex, Imogen, Seth, Mike, Anastasia and Laura |
Part 1: IntroductionPart 2: Group Activity.What is Teaching What is Learning?Part 3: How students Learn- Constructivisim Deep and Surface Learning.Part 4:Approaches to Learning – Conceptual Change versus Information Transmission.Part 5: Group Activity: Reviewing ATI score for Teaching (conceptual change, transmission model) and Learning (deep, surface, strategic). | Teaching in Higher Education TiHE for Postgraduate Teaching Assistants Session 9: Linking Learning & Teaching 10th May 2012Dr Mark Weyers: Senior Teaching Fellow |
ESLE Project students interviewed using questions from the SETQL survey in 2012 commissioned by Mark Weyers. In webpage Session 1 20th Feb The first video is a compliation of all the students in Session 1-8 pages answering one of the survey questions I tough most significant. Q: If there was one message you would like to pass on to your supervisors/lecturers/tutors that would help them enhance your learning what might it be? The rest of the videos on this page and in Sessions 2-8 are students answering the same sequence of questions. Unfortunately this work was so long ago I cannot find the question list, but the original survey questions from which a selection were made exists in the associated VideoQuestions document. | Enhancing the Student Experience This is an informative investigation which has never been used as far as I know and could reveal many useful aspects for student discussion. |
Dr Paul Osmond Staffordshire University .An introduction and 7 part lecture. Theme Feedback Methods | CALT Lunchtime UCL Feedback Practices: what do they tell us?* |
Dr Tansy Jessop TESTA Project Leader Introduction and 6 part lecture. Theme Assessment | CALT Lunchtime UCL Dr Tansy Jessop TESTA Project Leader* |
This is a collection of gems of good teaching practices. | UCL Provost’s Awards Winners* Prizewinners: 10th July 2013 |
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Video clips resources | VIDEO TITLE |
More gems. 9 themes of insights about learning from the PGTA | TiHE Courses Project TiHE Alumni Speak* |
Can’t remember dates for this | Existing Knowledge Project Session 1* |
Added a video about the actual alumni evening event not seen on my site before.Theme advice to students to prepare for work opportunities. | UCL Tutors 2013 Personal Tutors Project Alumni Event* |
LIST 2: Learning and Teaching Designing and planning learning and teaching THEME 1 & 2
Learning and Teaching Designing and planning learning and teaching THEME 1 & 2 ( notes ) | VIDEO TITLE |
K2, K3 V2 V3 | Object Based Learning: video links |
A1 A2 A3 K2, K3 K5 K6 V2 V3 V4 some clips from early versions might be useful but last video on the page is the final version | Academic Writing |
A1 A2 A3 A4 NB summary at beginning worthwhile on its own | Clinical Problem Solving Client Story telling and client decision making |
A1 A2 A4 K4 elearning Lunchtime session short Intro summary and long session with named sections Example of problems of structuring powerpoint lecture | Virtual Lab Solving problem of difficult topics and complex lab task |
A2 A4 A5 K2 K3 K4 V2 V4 Three videos Safety focus, Benefits of being a lab supervisor, interviews with student supervisors | UCL Lab Demonstrators Safety |
A1 A2 A4 V2 V4 K2 K3 Originally my commission by Careers this maybe a worthwhile example of teaching activity and the Team Managers video is potentially a model for staff development | UCL Careers Focus on Management Team Managers |
A2 A3 A4 K2 V1 Massive amount of material on a range of subjects especially from students about tutorial support Samples on this page including summary for a conference at the bottom of the page. | UCL Personal Tutors Project |
A1 A2 A3 A4 A5 V2 V4 Resources for students organised by peers. Insights from students about quality of feedback and guidance from staff | UCL Personal Tutors Chemistry alumnii evening |
A1 A2 K2 K3 V1 V2 V3 introduction and sections high quality presentations. briefing for presentation exercise. Preparing a presentation. How to present. Questions from student. | UCL Postgraduate Lecture Training Presentation Skills |
A1A2 K2 K3V1 V2 V3 7 Parts. History of Research Led Teaching and Research Models Discipline differences. Who benefit’s. Chocolate project, summary | Research Led Nexus TiHE students Course presentations |
LIST 3: Assessment and Feedback 1&2 THEME 3 & 4
Assessment and Feedback 1&2 THEME 3 & 4 ( notes ) | VIDEO TITLE |
A3 Feedback Portfolio. More material available. Half an hour session. | UCL ARENA Guidance Session 17th February UKFSP student feedback |
A1 A2 A3 A4 NB summary at beginning worthwhile on its own | Clinical Problem Solving Client Story telling and client decision making |
K2, K3 V2 V3 | Object Based Learning: video links |
A1 A2 A4 V2 V4 K2 K3 Originally my commission by Careers this maybe a worthwhile example of teaching activity and the Team Managers video is potentially a model for staff development | UCL Careers Focus on Management Team Managers |
A2 A3 A4 K2 V1 Massive amount of material on a range of subjects especially from students about tutorial support Samples on this page including summary for a conference at the bottom of the page. | UCL Personal Tutors Project |
LIST 4: Professional Values THEME 5
Professional Values THEME 5 notes ) | VIDEO TITLE |
K2, K3 V2 V3 | Object Based Learning: video links |
A1 A2 A4 V2 V4 K2 K3 Originally my commission by Careers this maybe a worthwhile example of teaching activity and the Team Managers video is potentially a model for staff development | UCL Careers Focus on Management Team Managers |
A1 A2 A3 A4 A5 V2 V4 Resources for students organised by peers. Insights from students about quality of feedback and guidance from staff | UCL Personal Tutors Chemistry alumnii evening |
LIST 5: E-learning THEME 6
E-Learning THEME 6 ( notes ) | VIDEO TITLE |
A1 A2 A4 K4 elearning Lunchtime session short Intro summary and long session with named sections | Virtual Lab solving problem of difficult topics and complex lab task |
K4 Dr Parama Chaudhury Christian Speilmann iPad maths Dr Paul Bartlett New Physics Lab | Mobile Technologies Summits & Horizons |
K4 Introduction Nick Dawe Social Media Strategy Anthony Finkelstein How to use blogs effectively Jon Butterworth Using Twitter | Social Media Summits & Horizons |
LIST: 6 Evaluation and Professional Development
Evaluation and Professional Development THEME 7 ( notes ) | VIDEO TITLE |
K2, K3 V2 V3 | Object Based Learning: video links |
A5 K5 K6 V3 | UCL Teaching & Learning Exchange Learning is Personal: Launch Event 16th October |
A1 A2 A4 V2 V4 K2 K3 Originally my commission by Careers this maybe a worthwhile example of teaching activity and the Team Managers video is potentially a model for staff development | UCL Personal Tutors Project |
A1 A2 K2 K3V1 V2 V3 introduction and sections high quality presentations. briefing for presentation exercise. Preparing a presentation. How to present. Questions from student. | UCL Postgraduate Lecture Training Presentation Skills |
A5 V4 K5 K6 Induction lecture. Attitudes to learning at UCL Introduction from Paul Walker Interviews with students about impact of the sessions Full lectures for undergrad and post grad | UCL Induction International Student Orientation Programme (ISOP) 2012 |
A1A2 K2 K3V1 V2 V3 7 Part 2:The Rational for Reflective Practice. Part 3: Discussion Part 4:The Reflective Cycle Part 5: Seminal Research Part 6: Creating Your Own Model of Learning (END) | UCL Postgraduate Lecture Training Presentation Skills |