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Does the format of Education Day presentations best serve active learning?

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Does the format of Education Day presentations best serve active learning?

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I was a little surprised at the "lecturey" format of presentations when the day is all about interactivity, engagement, risk and authentic pedagogy. I found the day extremely rewarding. What do others think about the format?

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Please provide links here to the presentations from the day. Thanks for a very interesting day.

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How can Professional Services depts get help and input to design high quality online resources? instructional Designers sound really helpful

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Would viewing identity (-ies) as fluid/contingent and contextual be useful?

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Shouldn’t all divisions have eCoPs?

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Sophie can you run (teach us to run) the paper reading/analysis sessions for other MSc courses in faculty of medicine? 

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Sophie can you run (teach us to run) the paper reading/analysis sessions for other MSc courses in faculty of medicine? 

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There has been a lot of focus on student -staff partnerships today, but where are the students at this conference? Would be great to have more student attendees, not just the token students to support academic presentations

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Much talk of ‘ownership’ in our workshop ... does promoting ownership run counter to co- production ?

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With so many interpretations of what partnership means, both at Imperial and more widely, is it worth defining what partnership at Imperial really is?

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What is the boundary of risk in partnerships? 

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What is the boundary of risk in partnerships? 

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While it is acceptable that there are inherent risks for students and staff in a partnership approach, at what point or scenarios should we define a boundary for what is acceptable or unacceptable .

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Don't flip out while flipping - do the benefits of flipped learning outweigh the risks? The risks of students and stakeholders not realising the benefits? Not engaging? Not investing?

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Making the transition to flipped learning

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Making the transition to flipped learning

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For most programmes, it is probably aspirational to flip a whole module. When time and access to specialist resources are limited, how should module leaders make the transition to incorporate flipped sessions and manage students’ expectations about a ‘mixed’ delivery approach?

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‘Who’ defines ‘suthentic’?

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In order to share power we need to acknowledge it exists, & understand how it operates across a diverse student /staff body

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Not just adopting partnerships in learning but being adaptive is crucial - how do you tailor to different cohorts, conditions and subject matters....

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Studentshapers is Imperial’s programme to support staff student partnership projects

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StudentShapers is Imperial's student partnership programme open to students within the college and is part of the College's Learning and...

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Really interesting and inspiring food for thought Alejandro. Thank you. I’d like to think more about:
How can we support teaching staff to equip their students to manage uncertainty and to not give up when their students initially appear unwilling to accept risk?

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·      What does authentic pedagogies mean?

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http://www.raise-network.com/home/

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In trying to create an equal partnership, how authentic are we being in our relationship with student partners given that there cannot be a 'true' equality of power, for many reasons? E.g. is there learning value for the student in experiencing and navigating that imbalance in power, rather than minimising it, or pretending it's not there?

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Tweets featuring #PartnersInRisk from throughout the day

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Tweets featuring #PartnersInRisk from throughout the day

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https://twitter.com/hashtag/PartnersInRisk?s=09

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Discussion point... can we achieve true partnership when one partner has to assess the other by the end?

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"Mick is like a human rolodex for active pedagogies. He is an amazing source of the world's great ideas on learning and teaching in higher education." Randy Bass, Georgetown University, Washington DC

"Mick you've done something really, really useful and lots of us are very grateful to you for your assiduousness and stamina. Well done and thank you very much." Sally Brown, Independent

"Thank you for these fantastic resources and being so generous in sharing them!" Rayya Ghul, NTF, Canterbury Christchurch University

" I wanted to thank you for the wonderfully compiled resources and bibliographies, that I am sure are serving many institutions " Joanna Renc-Roe, Central European University

The following bibliographies and case studies have been downloaded 70,000 times in the last seven years.

Bibliographies

The following bibliographies have been regularly updated since 2005:

Case study collections and handouts

UK National Subect Centres archived websites - updated March 2017

"I have found this list incredibly useful, as the Subject Centre websites are a rich resource at many levels. We encourage their use particularly for our PGCert participants and other early career teachers. Many thanks for keeping them alive!" Fran Beaton, University of Kent

Useful websites

Research Instrument

TR Questionnaire3 for publication The student experience of teaching, research and consultancy

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"Mick is like a human rolodex for active pedagogies. He is an amazing source of the world's great ideas on learning and teaching in higher education." Randy Bass, Georgetown University, Washington DC "Mick you've done something really, really useful and lots of us are very grateful to you for your assiduousness and stamina.

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How can we, as lecturers of individual modules or as a department, facilitate peer assisted study support?

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Engaging Students as Partners in Learning and Teaching: A Guide for Faculty

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A guide to developing productive student-faculty partnerships in higher education Student-faculty partnerships is an innovation that is gaining traction on campuses across the country. There are few established models in this new endeavor, however.

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Breakout 5: How do we get staff-student partnerships right?

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Breakout 5: How do we get staff-student partnerships right?

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Links and resources from Caroline Clewley's workshop