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<p>Following on from their recent blog post <a href="https://altc.alt.ac.uk/blog/2023/12/third-space-reflections-on-how-we-ch... reflections on how we channel the explosion of generative AI into respectful active learning communities”,</a> Dr Catherine Elkin, Leanne Fitton and Dr Chris Little with further explore the work they have undertaken at Manchester Metropolitan University to provide support and guidance to both staff and students about generative AI.</p>
<p>In this interactive webinar you will have the opportunity to share how you have approached supporting staff and students to develop critical AI literacies. What has worked well? What challenges has it presented? How can we overcome them? We will work together to collate a set of resources and strategies that we can collectively draw on. As explained in the blog post, this can be a challenging topic to navigate, so let's use this webinar as an opportunity to support one another.</p>
<p>Educators have begun to transition to a learner-centred approach, aiming to put individual student needs and interests at the forefront (Alamri et al., 2021). As a result, higher education institutions are increasingly employing technology to personalize students’ learning and master their expertise (Lesser, 2016). Indeed, according to Kara and Sevim (2013), the opportunity and capability to integrate digital tools into the teaching and learning process have truly transformed higher education. The use of such practices has been accelerated, in part, by COVID-19 (e.g., O’Dea and Stern, 2021) as well as pedagogical research (e.g., Armellini and Rodriguez, 2021) and institutions (i.e., Advance HE) advocating for a hybrid and/or blended approach to learning. Such driving forces have subsequently witnessed adaptive learning technologies being classified as one of the six most promising technologies emerging within the higher education setting worldwide (EDUCAUSE, 2020), bringing opportunities to explore new venues for teaching and learning. Many adaptive learning technologies can be implemented by educators in a bid to facilitate student learning. Mastery paths, which can be incorporated into the virtual learning environment of Canvas, are one such adaptive learning technology that has emerged within this practice. The Mastery Path initiative has been running for three years across three subjects and has amassed data from over 1,200 students. The results have been fascinating, with students responding positively and demonstrating the same levels of understanding (and, in some cases, more). However, our focus over the last 12 months has centered on how this initiative has impacted student transitions into tertiary education.</p>
<p> </p>
<p>Reference list: Alamri, H.A., Watson, S. and Watson, W. (2021). Learning Technology Models that Support Personalization within Blended Learning Environments in Higher Education. TechTrends, 65, pp. 62-78.</p>
<p>Armellini, A., and Rodriguez, B.C.P. (2021) Active Blended Learning: Definition, Literature Review, and a Framework for Implementation. In: Rodriguez, B.C.P., and Armellini, A. (eds.) Cases on Active Blended Learning in Higher Education. Hershey, PA: IGI Global. Pp. 1-22.</p>
<p>EDUCAUSE. (2020) 2020 EDUCAUSE Horizon Report: Teaching and Learning Edition. [Online] Available at: https://library.educause.edu/-/media/files/library/2020/3/2020_horizon_r... (Accessed 13th February 2024)</p>
<p>Kara, N., and Sevim, N. (2013). Adaptive learning systems: Beyond teaching machines. Contemporary Educational Technology, 4(2), pp. 108-120.</p>
<p>Lesser, M. (2016). Why we badge: The potential for digital credentials. Education Digest, 81(5), pp. 43–48. O’Dea, X. C., and Stern, J. (2021) Virtually the Same?: Online higher education in the post Covid-19 era. British Journal of Educational Technology, 53(3), pp. 437-442.</p>
<p>Profiles: <a href="https://www.ljmu.ac.uk/about-us/staff-profiles/faculty-of-business-and-l... Hindmarsh</a> and <a href="https://www.ljmu.ac.uk/about-us/staff-profiles/faculty-of-business-and-l... Gransden</a></p>
<p>Join Becky Quew-Jones, Principal Lecturer and Learning and Teaching Coordinator, as she leads an interactive workshop on building skills for action research. Becky will share experience using action learning and action research to enhance degree apprenticeship programs and promote academic integrity initiatives. In this session, you will have a hands on session in an attempt to resolve our own workbased wicked problems. This will be through small group activities, you will formulate research questions and develop action plans. Whether you are new to action learning or want to sharpen your skills, this workshop provides a thorough yet accessible introduction. You will come away with new knowledge and concrete strategies to implement action research projects within your own practice. Join us and start taking your ideas into active solutions today!</p>
<p>Useful reference Rebecca Quew-Jones (2022) Enhancing apprenticeships within the Higher Education curriculum – an Action Learning and Action Research study, Action Learning: Research and Practice, 19:2, 146-164, DOI: 10.1080/14767333.2022.2056135</p>
<p>You can also view <a href="https://www.port.ac.uk/about-us/structure-and-governance/our-people/our-... profile</a>.</p>
<p>Dr Sam Penrice, Associate Professor and Tommaso Bendoni, Analyst, both from BPP’s School of Technology will be joining the ALT South #TechThursday event on Thursday 29 February. They will speak about the Machine Learning discipline Natural Language Processing and its real-world applications in research and identifying language bias. Tommaso will illustrate how he used this new methodology to demonstrate the language differences inherent in tweets to male and female tennis players. The talk is open to everyone. Join us online Thursday 29 February 12.00pm - 1.00pm</p>
<p>Presented by Daniel Villalba Algas. Most universities have been working on identifying skills that their graduates will achieve after graduation, regardless of the programme of studies. Some examples of those skills are teamwork, communication, critical thinking, etc. Employers have identified those skills as essential in the current job market.</p>
<p><br />
Those skills are typically called graduate attributes, and in the case of The University of Sheffield, there are 12 graduate attributes and 3 sub-attributes for each, making the total sum of 36 skills.<br />
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One of the problems that we have discovered is that because of the number of attributes and how some attributes are described, they are difficult to identify, and students don’t know when they have achieved them. In this practical session, I will demonstrate how self-made badges have been used to make students and staff aware of those graduate attributes and identify what activities are working towards achieving them.<br />
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This session is aimed at Learning technologists, Course Designers and Employability Managers who seek ways to promote those graduate attributes among their students through the Virtual Learning Environment (VLE). This project is an example of the use of internal badges and how those can evolve so they become a tool that can help students outside the university environment; it is also a case study where the VLE has been used to increase student engagement and add extra functionality.<br />
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After this session, you will be able to start using badges to identify soft skills and possibly apply the same or similar approach to your institution.</p>
<p>This CPD webinar presented by Heidi Kirby talks about practical ways your organization can move away from relying on SCORM. We'll discuss the following::</p>
<ul>
<li>How SCORM fails to measure up to the data of modern content creation tools</li>
<li>Why modern businesses don't care about completions and number of hours trained</li>
<li>The benefits of replacing your authoring tool with a more robust tech stack</li>
<li>How to integrate your tech stack so that you can collect meaningful metrics the business values</li>
</ul>
<p>This CPD webinar is run by Chris Morrison and Jane Secker who are the Co-Chairs of the Copyright and Online Learning ALT Special Interest Group. They established the group and the Copyright and Online Learning webinar series in 2020 and have run over 60 events to support those in the education sector. In 2023 they were highly commended by ALT for Digital Leadership. Their sessions have covered a wide range of topics including:<br />
</p>
<ul>
<li>understanding copyright exceptions and educational licences,</li>
<li>copyright and audiovisual resources,</li>
<li>finding and using open educational resources,</li>
<li>accessibility and copyright</li>
<li>copyright and Generative AI.</li>
<li>And lots more!</li>
</ul>
<p> </p>
<p>In this hour-long session they will distil the key aspects of copyright you need to know when working in the field of learning technology. Chris and Jane believe that misconceptions about copyright and the fear of getting it wrong make copyright a much bigger issue than it needs to be. As a result, they are on a mission to make learning about copyright, fun engaging and empowering. Come along with all those<br />
questions about copyright you were afraid to ask and be prepared to leave with a large slice of copyright literacy! Once you see the light, copyright will no longer be a barrier to you and perhaps become your new found super power!</p>
<p style="text-align:start"><span style="font-size:14px"><span style="-webkit-tap-highlight-color:transparent"><span style="color:rgba(0, 0, 0, 0.87)"><span style="font-family:Roboto, RobotoDraft, Helvetica, Arial, sans-serif"><span style="font-style:normal"><span style="font-variant-ligatures:normal"><span style="font-weight:400"><span style="white-space:normal"><span style="text-decoration-thickness:initial"><span style="text-decoration-style:initial"><span style="text-decoration-color:initial"><b style="-webkit-tap-highlight-color:transparent"><span style="-webkit-tap-highlight-color:transparent">Sign up:</span></b></span></span></span></span></span></span></span></span></span></span></span> <a data-saferedirecturl="https://www.google.com/url?hl=en-GB&q=https://app.smartsheet.com/b/f... href="https://app.smartsheet.com/b/form/0bf9328ee56d4693baff60a9a870524c" rel="nofollow" target="_blank">Please sign up via this form to let us know if you will joining us</a>. </p>
<p style="text-align:start"><span style="font-size:14px"><span style="-webkit-tap-highlight-color:transparent"><span style="color:rgba(0, 0, 0, 0.87)"><span style="font-family:Roboto, RobotoDraft, Helvetica, Arial, sans-serif"><span style="font-style:normal"><span style="font-variant-ligatures:normal"><span style="font-weight:400"><span style="white-space:normal"><span style="text-decoration-thickness:initial"><span style="text-decoration-style:initial"><span style="text-decoration-color:initial"><b style="-webkit-tap-highlight-color:transparent"><span style="-webkit-tap-highlight-color:transparent">Event details:</span></b><span style="-webkit-tap-highlight-color:transparent"> This event will be an opportunity for members of the White Rose Learning Technology group to meet in person, and have facilitated discussions around some of the current challenges and projects they’re working on across the different institutions.<br style="-webkit-tap-highlight-color:transparent" />
Refreshments will be provided prior to the start of the event, with opportunity for networking and a tour of some of the new facilities at University of Leeds.</span></span></span></span></span></span></span></span></span></span></span></span></p>
<p style="text-align:start"><span style="font-size:14px"><span style="-webkit-tap-highlight-color:transparent"><span style="color:rgba(0, 0, 0, 0.87)"><span style="font-family:Roboto, RobotoDraft, Helvetica, Arial, sans-serif"><span style="font-style:normal"><span style="font-variant-ligatures:normal"><span style="font-weight:400"><span style="white-space:normal"><span style="text-decoration-thickness:initial"><span style="text-decoration-style:initial"><span style="text-decoration-color:initial"><span style="-webkit-tap-highlight-color:transparent">If you are based in the White Rose area, but haven’t been to one of our events before, please join our mailing list (<a data-saferedirecturl="https://www.google.com/url?hl=en-GB&q=https://www.jiscmail.ac.uk/cgi... href="https://www.jiscmail.ac.uk/cgi-bin/wa-jisc.exe?A0=WRLT" rel="nofollow" style="-webkit-tap-highlight-color:transparent; text-decoration:none; color:#1a73e8" target="_blank">https://www.jiscmail.ac.uk/<wbr style="-webkit-tap-highlight-color:transparent" />cgi-bin/wa-jisc.exe?A0=WRLT</a>), and we hope you can join us in person on 29<sup style="-webkit-tap-highlight-color:transparent">th</sup> February.</span></span></span></span></span></span></span></span></span></span></span></span></p>
<p>Join Certified Members of ALT Lynne Taylerson (SCMALT), Rachel Öner (CMALT), and Sammy White (ACMALT) as they each share and reflect on their experience of CMALT in Further Education. </p>
<p><strong>LTHEchat #284 will be led by guests Dr Teeroumanee Nadan </strong><a href="https://twitter.com/Tee_Nadan" rel="noreferrer noopener" target="_blank">@Tee_Nadan</a> <strong>with Amin Neghavati </strong><a href="https://twitter.com/neghavati" rel="noreferrer noopener" target="_blank">@neghavati</a><strong>, Rachel Branham</strong> <a href="https://twitter.com/ARLT_SIG" rel="noreferrer noopener" target="_blank">@ARLT_SIG</a> <strong>& Dr Olatunde Durowoju </strong>@<a href="https://twitter.com/OADurowoju" rel="noreferrer noopener" target="_blank">OADurowoju</a></p>
<p>The guests will be joined by other officers of ARLT SIG: </p>
<ul>
<li>Roshni Bhagotra, Events Officer.</li>
<li>Chris Rowell, Events Officer. He will be tweeting from <a href="https://twitter.com/Chri5rowell" rel="noreferrer noopener" target="_blank">@chri5rowell</a></li>
</ul>
<p>You can read the blog post <a href="https://altc.alt.ac.uk/blog/2024/01/the-antiracism-agenda-in-higher-educ... antiracism agenda in Higher Education – is it a showpiece or is there real impact?</a> to learn more.</p>