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Large Class Education Toolkit from the University of Reading 

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Large Class Education Toolkit from the University of Reading 

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A fantastic resource which provides ideas for educators to create inclusive and interactive classes, especially with large class sizes. Ideas are separated according to how much time you have available from i5-10 minute exercises, 30-60 minutes preparation time, 60+ minute activities (with ideas for alternative teaching approaches).

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A practical handbook to inspire innovative educational experiences.

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Book Information

Book Description

This is a practical handbook for educators and curriculum designers who wish to apply active learning tools and strategies in their own teaching and learning contexts. It contains short chapters under six themes: theory and curriculum design, inclusive communities, transferable skills, assessment and feedback, teaching strategies, digitally-enhanced learning. Practitioners from around the world offer ideas for those wishing to encourage students to take active learning approaches to their studies. Effective learning happens through embodied experiences; when students are applying all their senses, physical, mental, emotional and social.

The book is novel in its inception, scope and aims. Educationalists from across the world have come together to write about something they are passionate about and hope will improve teaching delivery, student learning experiences and assessment integrity for all. Dr Paolo Oprandi, University of Sussex

This book offers practical advice (supported by pedagogical theory) for implementing active learning techniques. It is a great resource for educationalists who are looking for fresh ideas, both in the classroom and online! Nayiri Keshishi, University of Surrey

This book is a must-have tool book for teachers looking to improve engagement and liven up their lessons. This book is recommended for teachers from all stages of their career, from an experienced educator who needs some refreshing to a beginner who requires easy-to-follow creative ideas to support them. What I love about this book is that it offers a diverse range of activities that cater for all subjects. It is also refreshing to have a book containing activities coming from educators across the world. Dr Shelini Surendran, University of Surrey

Produced by a globe-straddling team, this innovative volume was put together whilst authors were dealing with the disruptions of the COVID-19 pandemic. It is a testament to the editorial team, as well as individual authors. The diverse chapters it contains will provide inspiration for educators across disciplines far into the future. Peter Finn, Kingston University

For me, this has quickly become a go-to book for anything Active Learning, covering a myriad of examples and cases for various disciplines and areas of application, from assessment practice to inclusive practice, and will be of value to educationalists exploring active learning principles for the first time, to the veteran pedagogue looking for diverse inspiration. Matt East, Perlego

Subject

Teaching skills and techniques

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100 Ideas for Active Learning - Simple Book Publishing

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This is a practical handbook for educators and curriculum designers who wish to apply active learning tools and strategies in their own teaching and learning contexts. It contains short chapters under six themes: theory and curriculum design, inclusive communities, transferable skills, assessment and feedback, teaching strategies, digitally-enhanced learning.

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Slido is the ultimate Q&A and polling platform for live and virtual meetings and events. It offers interactive Q&A, live polls and insights about your audience.

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By Roger Saunders

Introducing new ideas for teaching and learning in higher education. A series of short interviews looking at practical methods for enhancing academic activities and student engagement.

L&T Chat Show Episode 9 - David Roberts using multimedia in class

L&T Chat Show May 04, 2022

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L&T Chat Show Episode 9 - David Roberts using multimedia in class by L&T Chat Show

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How to get students to talk about issues by using visual images as a starting point. For further information you can check out David's website https://www.davidrobertsonline.org/professional

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Link to another Padlet 'Designing and supporting assessments in HE in an AI-enabled world – resource curation'

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Link to another Padlet 'Designing and supporting assessments in HE in an AI-enabled world – resource curation'

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Presentations.AI - ChatGPT for Presentations

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Free AI Presentation Maker | Adobe Express

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Authentic assessment in the era of AI, an Advance HE webinar recording (22.02.2025)

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Authentic assessment in the era of AI, an Advance HE webinar recording (22.02.2025)

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Authentic Assessment in the era of AI - webinar recording

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The University of Edinburgh's 'Teaching Matters' podcast

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The University of Edinburgh's 'Teaching Matters' podcast

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Podcasts released reguarly alongside the current Teaching Matters blog.

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University of Liverpool's 'Learning to AI' podcast series

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University of Liverpool's 'Learning to AI' podcast series

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Episode 1 - 5 - Centre for Innovation in Education - University of Liverpool

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University of Liverpool's 'Treasure Island Pedagogies Series'

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University of Liverpool's 'Treasure Island Pedagogies Series'

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An easy and enjoyable tool to create and edit videos, powered by Ai and a wealth of images, videos and voices.

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Pictory’s powerful AI enables you to create and edit professional quality videos using text, no technical skills required or software to download.

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Swansea University's 'Pinch of Salt' podcast

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Swansea University's 'Pinch of Salt' podcast

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A Pinch of SALT - Podcast - Swansea University

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In each episode, we cover topics like learning and teaching strategies, learning environments, and inclusive pedagogy.

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Talking Learning and Teaching • A podcast on Spotify for Podcasters

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Welcome to Talking Learning and Teaching, a new Podcast all about learning and teaching in Higher Education. During each episode, we will be speaking to a teacher about a different topic related to learning and teaching in UK Higher Education. Whether it’s practical ideas that can be used to support student learning, sharing of perspectives on key topics, or insights into future developments, there is something here for everyone with a passion for learning and teaching.

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University of Manchester's 'Good Practice in Teaching' podcast 

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University of Manchester's 'Good Practice in Teaching' podcast 

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University of Sussex's 'Learning Matters' podcast

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University of Sussex's 'Learning Matters' podcast

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The Learning Matters Podcast captures insights into, experiences of, and conversations around education at the University of Sussex. The podcast is hotsed by Prof Wendy Garnham and Dr Heather Taylor. It runs monthly, and each month is centred around a...

The Learning Matters Podcast captures insights into, experiences of, and conversations around education at the University of Sussex. The podcast is hotsed by Prof Wendy Garnham and Dr Heather Taylor. It runs monthly, and each month is centred around a...

The Learning Matters Podcast captures insights into, experiences of, and conversations around education at the University of Sussex. The podcast is hotsed by Prof Wendy Garnham and Dr Heather Taylor. It runs monthly, and each month is centred around a...

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The Learning Matters Podcast captures insights into, experiences of, and conversations around education at the University of Sussex. The podcast is hotsed by Prof Wendy Garnham and Dr Heather Taylor. It runs monthly, and each month is centred around a... The Learning Matters Podcast captures insights into, experiences of, and conversations around education at the University of Sussex.

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University of Liverpool's Centre for Innovation's podcast

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University of Liverpool's Centre for Innovation's podcast

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The Centre for Innovation in Education, University of Liverpool 126 Mount Pleasant, Liverpool, L69 3GR UK

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The University of Edinburgh's 'Teaching Matters' podcast

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The University of Edinburgh's 'Teaching Matters' podcast

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Explore the Teaching Matters podcast, offering insights and conversations from across the University. Our podcast covers vast topics in relation to learning and teaching, prioritizing a curiosity-based approach. If you're a student or staff member looking to contribute, get in touch with the Teaching Matters team as we'd love to hear from you.

Image by Adriana Guzman from Pixabay.

HOW YOU CAN LISTEN/SUBSCRIBE/share:

Podcasts episodes will be shared via a blog post when they are released and you can stream the episode directly. Previous episodes are also linked to below.

You can share whole or specific sections of episodes from your streaming platform and cite them in your teaching and research.

Find us on any of the streaming platforms below, rate and subscribe if you enjoy the podcast!

Listen on: Spotify | Google Podcasts | Anchor | Breaker | Pocket Casts | RadioPublic

Episodes Sorted by series:

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Explore the Teaching Matters podcast, offering insights and conversations from across the University. Our podcast covers vast topics in relation to learning and teaching, prioritizing a curiosity-based approach. If you're a student or staff member looking to contribute, get in touch with the Teaching Matters team as we'd love to hear from you.

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The Wonkhe Show - The higher education podcast | Wonkhe

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Every week a panel of top wonks will dissect the week's big policy developments, and we also feature interviews, features and views from around the sector. You can find an archive of Wonkhe's podcast content here. You can search for Wonkhe's podcasts on your favourite podcast app.

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Advance HE's 'Let's Talk about Student Success' podcast

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Advance HE's 'Let's Talk about Student Success' podcast

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The Advance HE Let’s Talk About Student Success Podcast | Advance HE

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Join our monthly conversations with higher education’s thought leaders. We’re creating a space where insights flow as freely as coffee, and where experience meets innovation in supporting student success.

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From Wikimedia Commons, the free media repository

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Free Icons and Stickers - Millions of images to download

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Download Free Icons and Stickers for your projects. Images made by and for designers in PNG, SVG, EPS, PSD and CSS formats

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The National Learning and Teaching Focused Network

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The National Learning and Teaching Focused Network

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The use of charity case studies and authentic assessment

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The use of charity case studies and authentic assessment

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This #Take5 is brought to you from Nilay Balkan, a lecturer in Marketing at the University of Glasgow. Nilay shares her powerful insights derived from using Charity Case Studies with Business students. This is a powerful and moving piece in itself - and it also reveals the benefit of keeping a reflective diary when we work - to see what emerges from our practice.
Compassion front and centre

What about compassion? Compassion is often an afterthought - if a thought at all- in business schools. Are we missing out by not including compassion within our modules?

My experience would suggest that we are missing out. I used a real charity as a case study for an assessment and was pleasantly surprised at the outcome; students showed creativity, they became interested in using their business skills to help other charities and social issues, and questioned traditional business models. This blog will reflect on this experience and consider what I would take forward from this experience.

The module and the charity

A charity was used as case study and students had to develop a presentation and report addressing the client's (i.e. the charity) issues. Information packs were provided, which consisted of a client brief and a short video from myself (the lecturer) explaining the assessment and the different sections of the assessment. The module was Marketing Campaigns Development at The University of Glasgow (UofG). It is small cohort (typically there are no more than twelve students) and is non-honours class. This, at UofG, means the students' overall grades did not meet minimum grade requirement so students will finish in their third year and not be able to complete a fourth year (honours year, which is common at Scottish universities). The non-honours aspect is important to note for two reasons; one, students in this cohort are often academically weaker; two, students will enter the workplace after this year and are much more interested in gaining practical skills they can showcase in interviews.

The charity used was based in Scotland and aims to support intergenerational practice in Scotland. An aim which was not focused on animals or climate - popular causes with our students - was a deliberate choice to encourage students to become more aware and familiar with wider societal issues. The main reason, however, for choosing this charity was because their marketing needs were transferable to the industry; the charity needed to increase brand awareness and increase donation streams. These are typical marketing issues that students would be required to work with in the field. Thus, students are practicing practical skills and building confidence in these skills. This is even more relevant for the final year students who will be entering the workplace.

Reflections on the module progress

Week 2 : resistance

Choosing a charity that was not a popular topic proved to have an initial challenge in that students were not interested in the charity or its aim, with one student being almost dismissive with a comment that it's "a charity for old people". Students did not see how the aim of the charity was relevant to their interests. I was not sure if this was a generational issue or related to the particular cohort, but there was an almost an ageist attitude there which was worrying.

Week 4 : interested and seeing purpose

Moreover, the space to reflect on applying theory to the charity increased awareness of the practical application of class materials and its relevant to the real-world marketing issues. Thus, the assessment gained a purpose in the students' eyes; it wasn't theoretical anymore and, as one student put it, "it's so cool that someone is actually going to use this!". Students took pride that this assessment would be used by someone and not forgotten after being marked.

Week 8: compassion and confidence

I continued with the activities in week 4 ( embedding the charity in my class examples, space in the lectures for group and class discussions about the charity). By week 8, the students were familiar with the case study and this had the effect of creating mor compassion towards the charity's aim. Class activities were interactive, and receiving feedback and comments from fellow students and myself boosted student confidence that they were capable of tackling marketing problems related to the assessment and case study. By the week 8 check-in, students told me they were excited about the assessment and believed they could answer the question.

Week 10: enjoyment

Reflections on the outcome

The outcome of this experience could be categories into three outcomes;

The class discussions and the assessment shows that students Understood the challenges faced by the charity, which increased empathy levels towards the difficulties charities. Additionally, I could see in the class discussions that students showed an increased interest in a more inclusive society. For example, one class discussion had a student question the lack of dementia friendly public spaces. This interest in a more inclusive society aligns with SDG goal 11.

Increased interested in "compassionate business"

This is a term used by one of the students. The class discussion showed an increased awareness that business can be, and should be, compassionate. Students were, additionally, demonstrating that they could see transferability between their marketing class materials and how they could support or help causes, even within a volunteering capacity. Some students mentioned an interest in working for the third sector.

The Resource limitations faced by the charity challenged the students' assumptions and the limitations encouraged students to find different solutions. This creativity came across the assessments . Moreover, the classroom discussions had students question traditional business models and encouraged creative business practices.

What I would take forward from this experience

There are lessons learned from this experience that I would take with me for future modules. In sharing them, I hope you will also benefit from my experience and reflections. The main takeaways for me have been;

In future, I would have the charity attend the first lecture or record a short video and give a written brief. This would have helped create a connection to the charity as giving a written brief only may have been too abstract for the students.

Using a less popular topic was a good choice as it encouraged students to learn about issues they may not have considered before.

Finding ways for students to build connections to charity (or case study in general) is important for student engagement. The class discussions and pre-class preparatory work encouraged this connection to develop.

Most of my class examples were based on the charity in an effort to help students understand theory and its application to the case study. In hindsight, this was not necessary to focus intensely on the case study. In fact, using a more diverse range of examples would have been more beneficial to showcase theory application to different sectors and organisations.

As mentioned before, this is an academically weaker cohort. The class discussions on how to apply theory to practice supported student learning and boosted confidence in their ability to answer the assessment.

The most successful activity I found was asking students to look at the charity's website each week before the lecture and share a news item or something they learnt about the charity. The benefits of this were threefold; one, students went beyond superficial reading to complete the assessments; two, students learnt more about the societal issues within the charity's scope; three, students could be guided by what stories interested them and the direction of their marketing solutions were guided by their own interests, which increased motivation towards the assessment.

The overall experience was positive - despite an initial resistance at the beginning! Students enjoyed the module and became engaged with the class materials. Additionally, I saw an increase in students' compassion, with more compassion towards the issues supported by the charity, challenging traditional business model and wanting businesses to become more compassionate. This is encouraging for business schools. Finding ways to embed more compassion into our curriculums is important as business schools become more aware of the importance of including more SDG goals and the role they can play in supporting more inclusive and sustainable work practices.

About Nilay Balkan

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#Take5 #103 Supporting compassion in students: reflections on using a charity as a case study assessment - ALDinHE

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This #Take5 is brought to you from Nilay Balkan, a lecturer in Marketing at the University of Glasgow. Nilay shares her powerful insights derived from using

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Enhancing Assessment: a practitioner guide from Advance HE

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Enhancing Assessment: a practitioner guide from Advance HE

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Jisc Digital Storytelling community of practice

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Jisc Digital Storytelling community of practice

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About

Storytelling is an integral part of life and has been for centuries. This digital storytelling community explores and shares how digital storytelling can be used in education as a learning tool, in assessment, in curriculum development, to disseminate research, and to build digital capabilities and graduate attributes.

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Everyone who has an interest in digital storytelling in schools, further education, higher education or industry is welcome.

How to join

Sign up to the mailing list to keep updated and learn about online events where we can connect being launched in 2024.

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A community that explores and shares how digital storytelling can be used across education.

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Assessment and Feedback - Learning and Teaching Academy

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These resources will support you to develop effective assessment and appropriate feedback to facilitate inspiring learning.

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AI Assessment Methods in an AI enabled world from UCL

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AI Assessment Methods in an AI enabled world from UCL

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Getting started with ChatGPT Part 1 - Understanding ChatGPT - National centre for AI

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So you've heard about ChatGPT and want to explore it but don't know where to start? This is the first in a short series of blog posts giving some pointers on how to get going.

In this series we'll look at potential timesaving examples around creating lesson/course plans, quizzes and getting feedback on your writing. First though we'll start with a general introduction.

This post is for the free version of ChatGPT. You might have heard that GPT-4 has been announced, but at the moment is only available for the paid version. This post will be updated when that changes!

How to get started

Head to https://chat.openai.com/ in your browser. If it's your first time there you'll need to sign up by entering your email address, or using an existing Google or Microsoft account. It will ask for your mobile number during the signup process, but it won't ask for any payment details.

Things you should know

Before you get going, there are a few things you should understand about ChatGPT. Let's start with an important one:
You should never enter personal or sensitive information in this version of ChatGPT!
This is a free research release and doesn't have the contractual terms in conditions in place that guarantee data privacy and so on.

You should also understand its limitations. These are a few of the key ones:

It doesn't search the internet for information, so it only has information about up to September 2021.

It can and often does get facts wrong, particularly about topics where there is less information available.

It provides a different answer each time, so if you ask the same question twice you almost certainly won't get the same response.

If you asked very long questions or tasks, it will only actually use the first 300 to 500 words!

This might make it sound like it's of limited use, but there are an awful lot of things that it can do, and we'll explore some of those in this series of blog posts. OpenAI have an educator's guide, and they have suggested the following, so we explore some of these:

Drafting and brainstorming for lesson plans and other activities

Help with the design of quiz questions or other exercises

Providing grammatical or structural feedback on portions of writing

Customizing materials for different preferences (simplifying language, adjusting to different reading levels, creating tailored activities for different interests)

Learning about its limitations

Before we start using ChatGPT for useful tasks, it's a good idea to understand its limitations.
Current Information
Start by asking something about current information. Here we've chosen 'Who is the current prime minister of the UK'

When we ask a question, the question is often know as a prompt, and we'll use that term in these blog posts:

Prompt: Who is the current prime minister of the UK

You'll see it clearly tells you about its information cutoff date, and at that point how Boris Johnson was Prime Minister.
Misinformation
We mentioned ChatGPT often gets things wrong. This can be harder to explore! One approach to understanding this is to pick a topic that you know a lot about, but there isn't a huge amount of information about the on the internet. Generally the more common the topic, the more accurate the information.

One that works really well for me is asking about the village where I live - here I ask it - ' Tell me about the best art installation in Caerleon.' (we do have a lot of sculptures so it's not a silly question, but it's niche information). The answer ChatGPT comes up with though is completely made up! We have no such Lace Fence, although it does sound like it would be lovely. It all sounds very plausible though, hence the recommendation to explore a topic that you can fact-check yourselves easily.
Word limit in queries
We've included this as there is quite a lot of misinformation about this on the internet, particularly about using ChatGPT to summarise or process large chunks of text. It can actually only process first 2048 tokens, which amounts to around 300-500 words. A token is a part of a word, or punctuation etc.

To test this, paste in some long text, and then ask it how many words it was, and what the last sentence was. I've used this blog post.

I've pasted it in and then asked how many words, and what the last sentence is. There actually around 1400 words, and it has picked the last sentence from around the middle of the text.

We have seen a lot of misinformation in various articles on the web showing ChatGPT summarising or producing quizzes from large chunks of text. It won't actually be using it all!

What Next

Now we've explored the things ChatGPT can't do, it's time to start exploring the things it can do. Our next blog post explores how it can be used for planning activities such as lessons and courses.

Find out more by visiting our National centre for AI page to view publications and resources, join us for events and discover what AI has to offer through our range of interactive online demos.

For regular updates from the NCAI sign up to our mailing list.

Get in touch with the team directly at NCAI@jisc.ac.uk

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Getting started with ChatGPT Part 1 - Understanding ChatGPT - National centre for AI

# data[].attributes.attachment_link.description
So you've heard about ChatGPT and want to explore it but don't know where to start? This is the first in a short series of blog posts giving some pointers on how to get going. In this series we'll look at potential timesaving examples around creating lesson/course plans, quizzes and getting feedback on your writing.

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National Centre for AI in tertiary education, JISC 

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National Centre for AI in tertiary education, JISC 

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From chatbots and digital assistants to adaptive learning platforms and predictive analytics, artificial intelligence (AI) has the potential to help educators better understand and meet the needs of their learners.

The national centre for AI in tertiary education exists to support members in using artificial intelligence effectively.

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Accelerating the adoption of artificial intelligence across the tertiary education sector.

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Russell Group principles on the use of generative AI tools in education 

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Russell Group principles on the use of generative AI tools in education 

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Generative artificial intelligence in education 

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UK Government’s statement on AI in education 

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UK Government’s statement on AI in education 

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Lesson planning, video summarising, concept and question generator and much more! 

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Lesson planning, video summarising, concept and question generator and much more! 

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Aimed at an American educator audience but can easily be adapted.

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I am delighted to be able to share with you my free book and supporting documentation on The Value of Play in Higher Education (2019-2022)

This study was an investigation into play-based and playful approaches to learning in across all disciplines in higher education. It had specific interests strands relating to the teaching of management theory and concepts and value systems attached to play. You can download the book via the link at the bottom of this page, but in case you want to know a bit more about it first, here's a quick introduction to its purpose and content.

In The Value of Play in HE: A Study I try to marry playful design and expression with scholarly intent. I draw on the input from participants in over 20 countries, 120 of whom filled out surveys and 65 of whom engaged in semi structured interviews. They came from over 70 different academic subject areas and helped generated over 300 different examples of play. I am indebted to them all, and to everyone else who contributed in some way.

With them (and you, dear possible reader) we go through the literature and practices of play in general and in HE in particular, illustrated with great numbers of vignettes of play, some visuals and plenty of discussion. I reflect on cultural difference and play, what gets in the way of play, what helps it thrive, and where playful HE can go to next. Oh and we look at survival, mental health and wellbeing while we are at it. It represents the culmination of three years talking, exploring, reading, playing, questioning, and saying hmmmmmm a lot.

In its 350 or so pages you will also find why and how I went about conducting the study, stories of how educators are championing the cause of play in HE while also wrestling with its challenges and contradictions. I muse on different theoretical positions on play, with particular attention paid to Brian Sutton-Smith's Seven Rhetorics of Play. As a result, there is a whopping great reading list and plenty of embedded links if you want to travel down your own personal rabbit holes of enquiry. In it I play gently with academic conventions as I, and contributors, question why we do things the way we do in academia, and what might happen if we did things differently.

The text is made to be read as you would like - hop on, hop off, or in a straight line. I recognise that different readers will have different interests; you may want to read the whole thing, or skip some bits and pore over others. Whatever floats your boat.

I also close each chapter of the book with a set of reflections. This is because I see this book as the start or continuation of a conversation, with prompts for pondering; for your use with me, with others or with yourself. Here's an example:

In addition to the main text I am also sharing below a few things which I could not incorporate into the book itself. These may mostly be of interest for anyone who likes knowing how the cogs turned, or what kinds of research tools were used, or who wants some extra info on aspects of the study. You can read the book without them however.

Writing this has been a labour; of love, of detection, of wall hitting and contradiction spotting, of a dawning realisation that play is both our own personal thing and also bigger than any of us. I have been so inspired by the ways educators are playing and how they approach their play. I admire their honesty and their integrity in their passion for teaching and as contributors to the futures their students are hoping to create. I appreciate their bluntness, critical evaluation and occasional protectionism when it comes to ensuring play is not mishandled or misunderstood in such a way that could undermine the quality of higher education learning.

Through talking to them and writing this book I have been on my own journey as to what it I believe and understand about play in HE. That process is both part of the joy and privilege of scholarship and also a disconcerting experience of reappraisal. I think it was my dear friend and colleague Stephen Brookfield who once wrote that every ten years or so all his epistemological certainties come crashing down. And that is the mark of an open mind; of someone who is unafraid to look at what they are sure they know to see if new information and understanding means it is time for a change. I hope that The Value of Play in HE: A Study will offer a similar spur to thought.

All these resources may be freely used, with attribution, under the Creative Commons license CC BY-NC-SA 4.0. You can find out more about this here.

If you would like me to talk to/for/at you about this study or any of my other work, please email me at engaginingimaginationdotcom@gmail.com.

Citation for the main study account is:

James, A. (2022) The Use and Value of Play in HE: A Study. Independent scholarship supported by The Imagination Lab Foundation. Available online at https://engagingimagination.com

Please note:all links within the document were accurate at the time of publication (23/08/2022).

Design credits: Selin Soylu and Sila Sobaci: Selin's Design Studio
The Value of Play in HE: A Study Supporting Documentation
In the downloadable documents below you will find a selection of working documents. These include:

my original main gateway survey questions

a sample of responses from the gateway survey about play value

my student survey questions

my rough comparison of Sutton-Smith's criteria for Rhetorics and their applicability in an HE context

my questions for semi-structured interviews.

In addition, you can have access to these three early documents, created at the start of the project. They relate to ethical considerations and consent, and my statement of researcher position and initial expectations.

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The Value of Play in HE: A Study . Free Book!

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I am delighted to be able to share with you my free book and supporting documentation on The Value of Play in Higher Education (2019-2022) This study was an investigation into play-based and playful approaches to learning in across all disciplines in higher education. It had specific interests strands relating to the teaching of management...

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A step-by-step guide to designing more authentic assessments (Brown and Sambell).

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A step-by-step guide to designing more authentic assessments (Brown and Sambell).

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Gamification / Game Based Learning Bookself

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A Padlet full of Game Based Learning books, collated by Professor Ian Turner 

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A Padlet full of Game Based Learning books, collated by Professor Ian Turner 

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An open access online searchable database of tried and tested teaching, learning, assessment and student engagement strategies.

*Now closed to submissions*

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Designing authentic assessments (Queen's University, Canada)

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Designing authentic assessments (Queen's University, Canada)

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Welcome to Assessment Strategies

This module addresses how to create effective assessments that help students grasp meaningful and complex ideas, challenge them, and help them learn important concepts and skills.

Begin the Module, do the Pre-Assessments or select a Section below.

Begin the Module, do the Pre-Assessments or select a Section below.

Module Sections

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This module addresses how to create effective assessments that help students grasp meaningful and complex ideas, challenge them, and help them learn important concepts and skills. Begin the Module, do the Pre-Assessments or select a Section below. Begin the Module, do the Pre-Assessments or select a Section below.

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Advance HE: Innovative Assessment in the era of AI

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Advance HE: Innovative Assessment in the era of AI

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This project explores the impact of Artificial Intelligence tools and the impact they will have on assessment as well as practice and policy in Higher Education.

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Innovative assessment in Higher Education

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Innovative assessment in Higher Education

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Innovative Assessment in Higher Education: A Handbook for Academic Practitioners

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Contextualising why assessment is still the single most important factor affecting student learning in higher education, this second edition of Innovative Assessment in Higher Education: A Handbook for Academic Practitioners offers a critical discourse about the value of assessment for learning alo…

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Sally Brown's Authentic Assessment Collection

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Sally Brown's Authentic Assessment Collection

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Kay Sambell and Sally Brown: Covid-19 Assessment Collection - Sally Brown

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This page collects together the various posts and downloads published on this website since March 2020, about how university assessment may be adjusted and reimagined in the context of the pandemic affecting much of the world. We posted them on our websites so they would be immediately accessible and usable. However, some people told us […]

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A fantastic range of ideas from the University of Surrey covering assessment, professional skills, community building, use of the VLE, digital learning, internationalisation, digital learning and diversity and inclusion.

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Teaching Innovations Welcome to our teaching ideas library! This site brings together the best and most transferable learning and teaching practices, drawn from colleagues across the University of Surrey. It recognises the range of excellent ideas, shares those ideas with colleagues, and contributes to the development of institutional knowledge.

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Active Learning Library - Teaching Tools

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Diversify your lessons by discovering new learning activities that will work well in your class.

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TALON - Teaching and Learning Online Nework

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TALON - Teaching and Learning Online Nework

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The Teaching and Learning Online Network.

A community of educators committed to exploring innovative digital pedagogies.

A space for sharing best practices and resources for online teaching and learning.

A platform for collaboration on research and projects in digital education.

A support network for educators navigating the challenges of online and hybrid learning.

A catalyst for fostering inclusive, student-centered online learning environments.

A forum for critically examining the ethical and social implications of digital education.

Learn more about us here.
Follow us

AI, Design, and Homelessness: An Exploration of Ethics, Innovation, and Inclusion

Supported by the Teaching Academy Educational Leadership Grant (University of Calgary/Taylor Insitute for Teaching and Learning) and the Richard Parker Initative.

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TALON teaching and learning online network

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Classroom icebreakers encourage new students to have conversations, getting to know you and each other in the process. Used early on, icebreakers can help students feel comfortable in your classroom or team meeting. They're ideal for the first day of school, but can be used throughout the semester and serve as a precursor for teamwork and collaborative learning. Virtual icebreakers -facilitated via social media, discussion boards or in virtual team meetings-have also gained new meaning in helping group members warm up to one another.

An icebreaker can be as simple as asking students to introduce themselves to the class or to the students sitting next to them, but games and activities offer a chance to interact with a greater number of classmates and build camaraderie. According to a guide from Nottingham Trent University, for classroom icebreaker games "there ought to be a fun aspect to the activities in order to provide participants with some shared history that they can discuss later and, where possible, a relevance to the taught course/university experience."

It's no doubt that icebreaker activities like scavenger hunts or Pictionary are overdone. Keep in mind that some classroom icebreakers could be awkward or uncomfortable for students, such as publicly sharing personal information. The key is to get students talking to each other, having conversations and making connections-without social risk. This could mean facilitating small group activities versus requiring students to share personal information in front of the whole class. As an educator, help your students get to know one another in a safe and effective way.

Here are 20 fresh and easy-to-implement games and activities to break the ice in your in-person, blended or online classroom.
Download The Ultimate List of Icebreakers for the College Classroom for an additional 50 activities and fun icebreakers (get the list here).
7 group games for college students

1. Concentric circles

This is a great team-building icebreaker for an in-person learning environment. Arrange students in two circles, one inside the other, with students facing each other in pairs. Ask a question, such as "what's your favorite thing about college and why?" Pairs discuss the answer, then rotate the circle to form new pairs for the next question-exposing students to the different perspectives of their peers. The trick is to provide open-ended questions rather than those with a 'yes' or 'no' answer to get students talking.

2. Find someone who...

This is like Bingo, but with people instead of chips. Students are given a piece of paper with a grid of squares. Written inside each square is an item, such as 'travelled to another continent' or 'has a younger sister.' Students are given a time limit to find classmates who fit the description. Whoever gets 'Bingo' first wins. You can even award a prize of your choice, such as a bonus point or two on an upcoming assignment. This is a good icebreaker to help your students warm up to one another at the start of the school year-especially those who are meeting one another for the first time.

3. Name game

This classic party game can also be applied in the classroom-you can even tweak it to reflect the curriculum. Write down names of famous people (or names related to course material) on sticky notes. Students place a sticky note on their forehead and interact with their classmates, asking questions to understand which person they are embodying. This team icebreaker helps students loosen up and informally interact with their classmates. It also helps them learn about a figure who may have previously been unknown to them.

4. Poker hand

This classroom icebreaker is ideal for large groups of students (a maximum of 50). Shuffle a deck of cards and hand out a card to each student. Set a time limit and instruct students to find four classmates and form a hand of poker. The best hand 'wins' when their time is up-consider offering a couple of bonus points on an assignment. Keep in mind that not everyone knows how to play poker, so display the rules of the game on a whiteboard or a slide at the front of the classroom. This activity may help students develop their analytical skills.

5. Three of a kind

Set a time limit and instruct students to find three other students they share something in common with-though not anything obvious or visible, such as hair color. The idea is to help them make connections that may not be immediately apparent. For more strategies to help your students get to know their classmates, download our free list of college icebreakers here.

6. Find your pair

In advance of class, prepare word pairs-such as salt and pepper, or ketchup and mustard-on separate pieces of paper. Have students select a piece of paper from the pile, ensuring they don't share their word with anyone else. Students then walk around the room and ask yes or no questions to their peers to try and figure out what word they have (and helping them get to know more people in your class). Once students have figured out what word they have, they then must find their pair (if they haven't already) by continuing to ask questions.

7. Act and react

Ask students to write down an event or scenario on a piece of paper. These may range from "I just got fired from my job" to "I just got stung by a bee." Fold the pieces of paper up and put them in a bag or hat. Have students randomly draw a slip of paper and react to the experience using their facial features, gestures or words. The remaining students can guess what just happened. This activity will help lighten the mood in your class and allows for student-student interaction.
→ Download Now: 50 Free Icebreakers for College Courses
7 first day icebreakers

8. Two truths and a lie

Divide the class into small groups. Each group sits in a circle, and each participant tells their group three statements; two are true and one is a lie. The other students in the group must guess which is the lie. This interactive icebreaker could be used during the first day of class to make introductions and reduce first-day jitters, all by sharing fun facts with one another.

9. This or that

Present students with a choice between 'this or that.' Topics should be relatively light, such as whether they prefer dogs or cats (though you could also tie this back to course material). Students move to the side of the room that reflects their choice. After a few minutes, encourage one or two members in each group to defend their position amongst a new group of students. Ask students to repeat this process for several rounds to help familiarize themselves with a variety of standpoints. Similar to would you rather, this or that is ideal for small or large groups and spurs conversations and makes connections.

10. Longest line

Instruct students to form one continuous line based on certain criteria, such as alphabetically by first name or from shortest to tallest. For large classes, you could ask students to gather in groups based on some commonality (such as by birthday month). The goal is for students to line up as fast as possible-a result of clear and open communication in medium-sized groups. This classroom icebreaker is a great team-building activity and can help create a sense of community should it be used as a first day icebreaker or at the beginning of the year.

11. Three Ps

Divide students into small groups, and have them share three facts about themselves: something personal, something professional and something peculiar, such as an interesting hobby or habit. This icebreaker idea can easily be used in virtual meetings. It should be noted, the personal fact shouldn't be anything too personal-it could be something as simple as a country they've always wanted to travel to. Use this great icebreaker when students go back to school from the summer, helping them warm up to their peers.

12. Beach ball

Like the name suggests, this activity requires an inflatable plastic beach ball. Ahead of class, write different get-to-know you questions on each segment of a beach ball using a Sharpie. Arrange students in a circle. For larger classes, you may want to divide the class into smaller groups. The questions could be "what was one of your highlights from the summer?" or "who is your celebrity idol and why?" Toss the ball. Whoever catches it asks the question closest to their left thumb, answers it and then tosses the ball to another student.

13. Syllabus questionnaire

Before sharing your syllabus with students, place them into groups of five and have them fill in a Google Doc or worksheet with questions they have about your course. Structure the first five minutes as a brainstorming session. After each group has prepared their list of questions, distribute the syllabus and have students find answers to their questions using this document. Re-convene as a group and give students an opportunity to ask any further questions that couldn't be answered from the syllabus. You may also wish to facilitate this activity using individual lesson plans throughout the semester.

14. String a story

Arrive to class with a big roll of yarn or string and cut various pieces ranging from five to 20 inches in length. Bunch the pieces of string together and place them to the side. Have each student draw a piece of string from the pile and slowly wind it around their index finger. As they are winding the string around their finger, students must introduce themselves and give a first-person account of their life-in whatever capacity they wish-until the string is completely wound up.

6 course- or assignment-specific icebreakers

15. Blind contour

This activity is a fun way to get your visual arts students talking in a small group of people. Split students into groups of five and have each student choose an object to sketch-without looking at their paper. Give students five minutes to complete their sketch, then have them share it with their team members and ask the remaining students to guess what they drew. Repeat the process with another item or object, until time runs out. This game helps hone students' observational skills, while making sure students are mentally present.

16. It was the best of classes, it was the worst of classes

This classroom icebreaker not only helps students relate to each other, it can help inform your teaching practices throughout the term. On one side, write "the best class I ever had" and on the other side, write "the worst class I ever had." Without referring to specific professors or courses, ask students to share what they liked and disliked about their previous courses. Make a list of these items to potentially implement-or avoid-in your own course this semester. Additionally, consider using an anonymous discussion board or a group worksheet in your virtual classroom to encourage participation.

17. The living Likert scale

This icebreaker question for college students lets learners see where they-and their peers-stand on a variety of topics related to your discipline. Before class, write numbers '1' through '7' on pieces of paper and place them across the room. The sheet with '1' on it could refer to 'strongly disagree' while '7' might refer to 'strongly agree.' Acting as a facilitator, pose a series of statements related to your discipline-such as "I think television can make children act aggressive" in a social psychology class-and have students move to the side of the wall according to their stance. Students who are comfortable sharing their opinions pertaining to the topic may do so.

18. Why am I here?

Have students draw a picture that represents why they enrolled in your course. Encourage them to think beyond the fact that they may need your course credit to graduate, or that their high school guidance counselor recommended your course. They could think about wanting to learn more about your field or simply that their friends were enrolled in your class, too. After five minutes, have students share their picture with the larger group if they're comfortable-helping students feel like part of one interconnected community.

19. Class in one word

Have students share their perceptions of your discipline in one word, such as 'complicated,' 'analytical,' or 'enjoyable.' Students can go around in a circle-or the order they appear in your Zoom tile view-and describe their past experiences in your field using a single word. In an asynchronous course, set up an anonymous discussion question in Top Hat and have students respond on their own time. This activity offers a humanizing view of who else is in the same boat.

20. Philosophical chairs

A statement that has two possible responses-agree or disagree-is read out loud. Depending on whether they agree or disagree with this statement, students move to one side of the room or the other. After everyone has chosen a side, ask one or two students on each side to take turns defending their positions. This allows students to visualize where their peers' opinions come from, relative to their own.

Classroom icebreakers aren't just a 'feel good' exercise. The best icebreakers can help students create connections and build a sense of camaraderie in your classroom. It can also help educators get to know their students and build better relationships. Whether you're in a physical classroom or in a remote team setting, the above icebreakers will surely create a light-hearted environment for your students to thrive in.

As Jennifer Gonzalez explains on her website, Cult of Pedagogy,, "building solid relationships with your students is arguably the most important thing you can do to be an effective teacher. It helps you build trust so students take academic risks, allows you to better differentiate for individual needs, and prevents the kinds of power struggles often found in poorly managed classrooms."
Download The Ultimate List of Icebreakers for the College Classroom, packed with 50 easy-to-implement games and activities for your next course. Get the full list of activities here.
Related stories
Six small group games for college students
The pros and cons of the high tech classroom

References

Ice-Breaker Activities to use in Your First-Year Student Induction. (n.d.). Retrieved from https://www4.ntu.ac.uk/adq/document_uploads/running_a_course/193397.pdf

Gonzalez, J. (2017, July 23). A 4-Part System for Getting to Know Your Students. Retrieved from https://www.cultofpedagogy.com/relationship-building/

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20 Classroom Icebreakers For College Professors [Plus: Free List of 50 Icebreakers]

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Classroom icebreakers help students get to know each other and feel comfortable. Here are 20 games and activities for your next course, regardless of modality.

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12 ideas to refresh your teaching in less than 10 minutes

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12 ideas to refresh your teaching in less than 10 minutes

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From 'The Educationalist', Alexandra Miha

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12 ideas to refresh your teaching in less than 10 minutes

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100 Ideas for Active Learning - Simple Book Publishing

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A free open-source practical handbook to inspire innovative educational experiences.

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Book Information

Book Description

This is a practical handbook for educators and curriculum designers who wish to apply active learning tools and strategies in their own teaching and learning contexts. It contains short chapters under six themes: theory and curriculum design, inclusive communities, transferable skills, assessment and feedback, teaching strategies, digitally-enhanced learning. Practitioners from around the world offer ideas for those wishing to encourage students to take active learning approaches to their studies. Effective learning happens through embodied experiences; when students are applying all their senses, physical, mental, emotional and social.

The book is novel in its inception, scope and aims. Educationalists from across the world have come together to write about something they are passionate about and hope will improve teaching delivery, student learning experiences and assessment integrity for all. Dr Paolo Oprandi, University of Sussex

This book offers practical advice (supported by pedagogical theory) for implementing active learning techniques. It is a great resource for educationalists who are looking for fresh ideas, both in the classroom and online! Nayiri Keshishi, University of Surrey

This book is a must-have tool book for teachers looking to improve engagement and liven up their lessons. This book is recommended for teachers from all stages of their career, from an experienced educator who needs some refreshing to a beginner who requires easy-to-follow creative ideas to support them. What I love about this book is that it offers a diverse range of activities that cater for all subjects. It is also refreshing to have a book containing activities coming from educators across the world. Dr Shelini Surendran, University of Surrey

Produced by a globe-straddling team, this innovative volume was put together whilst authors were dealing with the disruptions of the COVID-19 pandemic. It is a testament to the editorial team, as well as individual authors. The diverse chapters it contains will provide inspiration for educators across disciplines far into the future. Peter Finn, Kingston University

For me, this has quickly become a go-to book for anything Active Learning, covering a myriad of examples and cases for various disciplines and areas of application, from assessment practice to inclusive practice, and will be of value to educationalists exploring active learning principles for the first time, to the veteran pedagogue looking for diverse inspiration. Matt East, Perlego

Subject

Teaching skills and techniques

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100 Ideas for Active Learning - Simple Book Publishing

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This is a practical handbook for educators and curriculum designers who wish to apply active learning tools and strategies in their own teaching and learning contexts. It contains short chapters under six themes: theory and curriculum design, inclusive communities, transferable skills, assessment and feedback, teaching strategies, digitally-enhanced learning.

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52 Principles for engagement from Advance HE

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52 Principles for engagement from Advance HE

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Safe For YouTube
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Our Royalty Free Music is copyright safe, cleared and ready to use for YouTube, Facebook, Instagram, TikTok, Twitch, Vimeo, and most Platforms: Your videos are cleared forever, even if you close your membership or account.

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Music for Video Creators - Hear the Difference

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Hear the difference! Top royalty free music freshly composed by independent artists. Use our royalty free music for YouTube videos, social media, films,...

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Image resources challenging age stereotypes

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Image resources challenging age stereotypes

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Positive and realistic depictions of later life

We've created the first free library showing positive and realistic images of over 50s in a bid to challenge negative and stereotypical views of older age. The photos show a more realistic depiction of ageing - to help tackle ageism and challenge the idea that all older people are frail and vulnerable. The library, which contains over 3,000 images and is regularly updated, offers journalists, organisations and individuals a wide selection of images.

Photos in the library are free for use across your presentations and websites, and they cover themes related to ageing such as health, homes and employment. You can access a preview of our image library below. You can also download our simple guide to using the image library and guidance around commissioning age-positive images.

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Photos in the image library, which depict older people in non-stereotypical ways, are available to download for free.

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Technology Tools for Teaching in Higher Education, The Practical Handbook Series

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Technology Tools for Teaching in Higher Education, The Practical Handbook Series

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Technology Tools for Teaching in Higher Education, The Practical Handbook Series

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Technology Tools for Teaching in Higher Education, The Practical Handbook Series by Centre for Higher Education Research, Policy & Practice (CHERPP) is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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Host interactive online meetings | Poll Everywhere

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Thousands of films and videos across numerous disciplines that can be embedded and shared as well as creating your own playlists.

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Kanopy - Stream Classic Cinema, Indie Film and Top Documentaries

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Guide to building an effective online learning community

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Guide to building an effective online learning community

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There is an excellent app for this as well as the desktop version.

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Turn your story into a movie with Plotagon.

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Creating, collaborating and sharing digital content.

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Wakelet | The All In One Content Platform

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Wakelet allows you to bookmark, organize, collaborate and present on content all in one platform. Harness your content to build remarkable things.

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Keynote for Mac, iOS, and iCloud lets you make dazzling presentations. Anyone can collaborate - even on a PC. And it's compatible with Apple Pencil.

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Weekly chat on Bluesky on different teaching and learning themes within HE.

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A visual way to make connections between presentation ideas.

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Present over video and keep the human connection when you're working or learning from home

Create inspiring, engaging visuals in minutes, then appear alongside them as you present. Record to share later or go live with your favorite videoconferencing tools.

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Make stunning interactive charts, reports, maps, infographics, and more.
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Virtual presentation software | Online presentation tools | Prezi

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Create inspiring, engaging visuals in minutes, then appear alongside them as you present. Record to share later or go live with your favorite videoconferencing tools. Prezi Video works with the apps you already use Create moving, zooming presentations that grab attention and keep it. Prezi Present Appear right alongside your content while presenting to your audience.

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Anyone with an interest in playful learning for adults who shares our values is invited to be a member of the Playful Learning Association. Members can register on this website. Although many members work in UK Higher Education we welcome members from around the world and from private companies, public sector training or whoever you are!

The aims of the Playful Learning Association are:

To share research evidence and experiential practice in the area of play, games and learning.

To provide a forum for discussion and collaboration to support the development of outputs such as journal articles, practitioner guidance, seminars, and research proposals.

To create a supportive community for new practitioners and researchers in the field as well as those who are more established.

The primary areas of interest of the Playful Learning Association are:

The use of all types of games, digital and traditional, online and real world.

The practice, as well as the theory, of play and learning.

The use of playful approaches with adults, in formal and informal contexts.

History of the Association
This group began back in 2010 as the ALT Games and Learning Special Interest Group, later becoming the Playful Learning Special Interest Group (PLSIG). In the summer of 2019 members of the group recognised that the group had grown beyond the remit of ALT and agreed to become a separate body to allow a broader range of members and interests as part of this new association. We would like to thank ALT for all the support they showed this group over the past 10 years.

The original Games and Learning group in 2010 - back when we were young!

Committee
Any member who is keen to take a more active role in the association is invited to volunteer to be on the committee. This involves tasks such as:

Contributing content to the website/monthly news round-up

Reviewing sessions for the Playful Learning conference

Regular attendance at the conference and/or face to face meetings (at least one event a year).

Committee membership will be annually reviewed, but as long as the requirements have been met a committee member can remain on the committee for as long as they want and step down at any time.
2018/19 Committee: Daisy Abbott, Katie Piatt, Rosie Jones, Giskin Day, Andy Walsh, Jane Mooney, Paul Hollins, Mathias Poulsen, Chad H, Liz Cable, Simon Grey, Rikke Toft Nørgärd, Mark Childs, Simon Brookes, Alison James.
Chairs
Every two years, one of the two association chairs will be rotated (after serving a four year term).

At that point (normally in October), any committee member who has met the attendance requirements may nominate themselves to stand as the new Chair. The nominees will have a task (chosen by the two current chairs) which will typically involve producing some sort of playful pitch for the rest of the committee to then vote on, resulting in an announcement at the November face-to-face meeting.

Association Chairs are expected to undertake the following tasks:

Manage the PLA website and monthly news round-ups

Organise the annual meeting cycle ensuring two face to face meetings (November and March)

Liaise with colleagues hosting the face to face meetings

Ensure governance for the PLA is in place and upheld.

At least one of the Chairs must attend each face to face event (including the conference).

2018/19 Chairs: Alex Moseley and Nic Whitton
Publications
The PLA is aligned with the Journal of Play in Adulthood. PLA members are encouraged to submit articles to this journal and articles will be featured in monthly PLA news round-ups.

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All about the Playful Learning Association

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Anyone with an interest in playful learning for adults who shares our values is invited to be a member of the Playful Learning Association. Members can register on this website. Although many members work in UK Higher Education we welcome members from around the world and from private companies, public sector training or whoever you are!

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Blog, Twitter: @ActiveLearnNTW, #activelearningnetwork Our global community is made up of a network of satellite groups and members. The satellite groups can be thought of the core of the network and groups of educators supporting active learning within their institutions. The satellites meet every month and feed back to each other about what they have... Continue reading People

October - ALN CPD: Refresh your Active Learning approaches Every year in October we hold the ALN CPD for Active Learning. This is weekly event held in the Autumn months where practitioners share their Active Learning practices. Badges will be awarded to attendees who evidence related Active Learning in the workplace. April - ALN Global... Continue reading Events & Projects

The Online Active Learning Resource Over time the Active Learning Network has accumulated masses of resources that can help us as educators engage ourselves and our students in active learning. On this page we share some of those of the resources. Assessing reflection We enter into higher education to learn something new; deepen our understanding... Continue reading Resources

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What is the Active Learning Network?The Active Learning Network is a group of people from around the world who share an interest in active approaches to learning. This site is designed to be a collaborative platform to showcase active learning projects, research and discussion taking place nationally and internationally.

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Each month we will introduce a PLA member through 5 photos telling their Playful Learning journey. This month, we introduce you to...

Alison James: Professor Emerita, University of Winchester. Researching the use of play in higher education, particularly in relation to the teaching of management concepts and theories.

As a child I lived almost permanently in another world, complete with imaginary friends and alter ego. Looking back I realise I first encountered Czikszentmihalyi's concept of flow on a beach in Sussex...(hairstyle hasn't improved much)...

I never grew out of building with LEGO®, just from 2009 it, and the LEGO® Serious Play® method, became a touchstone of teaching and learning for me. Designed anything from personal development planning courses, curriculum design sessions, 'stuckness' workshops with my colleague Graham, conference activities and all sorts.

One of my great joys with play was inventing and co-convening the Play and Creativity Festival at the University of Winchester which ran for three years, including two festivals in a magical Play Tent. This opened my eyes wide to the diverse forms of play that are going on underneath our (institutional) eyes which we may not be widely aware of, or appreciate.

I'm fascinated by the different kinds of imaginative and playful teaching that teachers invent. Forty-odd (hyphen is important here) examples are published in The Power of Play in HE: Creativity in Tertiary Learning, which I co-wrote andedited with Dr Chrissi Nerantzi. Among many things, they give the lie to the old chestnut that play is *just*for arty/sporty types.

I'm now a few months (and elbows deep) into funded research exploring the value of play in HE. Already the opening survey and interviews (not, alas, planned playworkshops ,due to present global circs) are revealing powerful messages about educator passion, purpose, practice, values and beliefs concerning play which extend far beyond the pedagogic. You can see an aspect of this in my webinar Play as Survival for Dale Sidebottom; he's a super dynamic sports coach and play fan in Australia who runs Energetic Education and jugarlife.

(Don't click play. It won't. I know. The irony)

I've been incredibly grateful to have been invited to speak at so many fabulous events to support play, creativity, imagination and innovation in HE. This was from the Abertay L&T conference in 2018, colleagues rocking our Dundee sunglasses with Alastair Robertson and. Who says play doesn't belong in HE?

Thanks for sharing your story and your photos Alison.

If you are unlucky, you might be selected as next month's sacrifice chosen member - we will be in touch!

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Each month we will introduce a PLA member through 5 photos telling their Playful Learning journey. This month, we introduce you to... Alison James: Professor Emerita, University of Winchester. Researching the use of play in higher education, particularly in relation to the teaching of management concepts and theories.

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The positive connection between games and online learning 

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The positive connection between games and online learning 

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The positive connection between games and online learning

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Spread the loveBy Mitch Weisburgh, cofounder of Games4Ed Game-based learning has the potential to drastically improve the way children are taught. Games have peculiar qualities that let them engage hard-to-reach students in a way lessons cannot. Researchers have begun to explore the intrinsic qualities of games that make them promising learning tools, and anecdotal evidence is available everywhere.

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Video, audio clips, images and news archive.

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Search streaming video, audio, and text content for academic, public, and K-12 institutions. Alexander Street is an imprint of ProQuest that promotes teaching, research, and learning across music, counseling, history, anthropology, drama, film, and more.

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20 slides, 20 seconds

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Share Your Passion. Tell Your Story. Find Your People.

Everyone has something amazing to share. Let's make it happen.

Want to experience a PechaKucha Night event in one of 1,200+ cities?

Find one near you

Connecting People Around the World

PechaKucha is a free online and offline global storytelling platform that celebrates people, passion, and creative thought. Our users share ideas and connect with others visually, concisely and memorably. We are redefining authentic human connectivity through inclusive social engagement and technology.

What is a 20x20 PechaKucha?

The PechaKucha 20x20 presentation format is a slide show of 20 images, each auto-advancing after 20 seconds. It's non-stop and you've got 400 seconds to tell your story, with visuals guiding the way. PechaKucha was created in Japan in 2003 by renowned architechts, Astrid Klein and Mark Dytham. The word "PechaKucha" is Japanese for "chit chat."

Presentations

Create a Presentation

Communities

Create a Community

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Everyone has something amazing to share. Let's make it happen. Want to experience a PechaKucha Night event in one of 1,200+ cities? Find one near you PechaKucha is a free online and offline global storytelling platform that celebrates people, passion, and creative thought. Our users share ideas and connect with others visually, concisely and memorably.

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Includes quizzes, matching exercises and memory games.

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H5P empowers everyone to create, share and reuse interactive content - all you need is a web browser and a web site that supports H5P.

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Top 5 Ways Teachers Can Use Microsoft Teams During Remote Learning

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Top 5 Ways Teachers Can Use Microsoft Teams During Remote Learning

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Teachers are on the frontlines of enabling the sudden shift to remote learning. Within a matter of weeks, educators have had to quickly adapt their engaging, aligned, in-person lessons into online learning for their students. This incredible change has shed light on the inspiring ingenuity, passion, and commitment of those who support our communities.

What we hear from educators is that they need to be able to transition to remote learning quickly, to connect in a community to share best practices, and to learn from each other.

Based on feedback from our Remote Learning Educator Community, we've outlined five ways to help you get the most out of Microsoft Teams, a digital hub for communication and collaboration, during remote learning:

Connection and collaboration: Use the Teams built-in meetings features to effectively hold classroom meetings, collaborate on virtual whiteboards, and share documents. With assignments, conversations, files, notes, and video calls all pulled together, Teams is a great all-in-one hub for the collaborative classroom. Here is a great Teams for Education Quick Start Guide, and we have new updates rolling out regularly with improvements that have been inspired by educators.

Inclusion: In order to ensure learners of all abilities are included, understanding which tools and technologies improve accessibility and foster an inclusive classroom becomes critical. With built-in capabilities like the Immersive Reader, message translation, and Live Captions for meetings, Teams is a non-stigmatizing platform.

Meaningful feedback with rubrics: An important part of remote learning is good teaching practice. Teams Assignments have built-in rubrics. Rubric grading helps increase assignment transparency for students and allows you to give more meaningful feedback. These feedback mechanisms not only help students learn and improve their work, but they're also a consistent and transparent way for teachers to grade. This has been an incredibly popular feature with both educators and students, and with rubrics now easily sharable, we have seen this practice take off in Teams.

Staff and learning communities: Saving time, being more organized, and collaborating more effectively during remote learning is critical. With Teams being a hub for education, a core part of this also includes built-in Staff teams and Professional Learning Community (PLC) teams to go along with Class Teams. This provides a one-stop shop for educators. Staff Teams and PLC teams allow educators and staff to easily communicate and collaborate during remote learning. We've seen many three-ring binders tossed with the paperless use of Staff and PLC teams in schools.

OneNote Class Notebooks, built into Teams: OneNote is a multifaceted note-taking tool that is built into Teams and can be used for a variety of lessons and activities. With OneNote Class Notebooks, you have a personal workspace for every student, a content library for handouts, and a collaboration space for lessons and creative activities. You can also embed all sorts of interactive apps, lessons, and content onto the OneNote page. Especially with remote learning, paper notes and handouts are difficult to work with, and having a digital notebook for the class is a natural fit.

Remote learning is a journey for all of us, and we are grateful to the diligence and creativity of educators during this time. Please visit our Remote Learning Page (higher education ) and (K-12 here) for all of our resources. Thank you for all you have done for students around the world. We are looking forward to continuing to work with you.

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Top 5 Ways Teachers Can Use Microsoft Teams During Remote Learning | | Microsoft EDU

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Teachers are on the frontlines of enabling the sudden shift to remote learning. Within a matter of weeks, educators have had to quickly adapt their engaging, aligned, in-person lessons into online learning for their students. This incredible change has shed light on the inspiring ingenuity, passion, and commitment of those who support our communities.

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An example of a virtual escape room that students need to 'escape' each content area by finding the answer to the question as a password to the next section.

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Break Out of the Norm: OneNote Breakout Templates

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A step by step guide to add a poll or quiz at a set point in a video to ensure it is more interactive.

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Microsoft Stream - Add a Quiz or a Poll to Video in Stream

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Quick and easy to make, with different design options, that can then be sent out via a link or embedded.

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Create interactive polls in minutes. Typeform polls are more engaging - so you get more responses.

"Stop using ugly poll tools. Try Typeform for mobile-friendly, awesome surveys and forms. This is what I use."

Remarkable user experience

Poll fatigue is real-no need to bore people with needless questions. Instead, personalize the user journey with logic jumps. Skip to questions based on someone's answers-just as you would in a real conversation.

Who wants to get bogged down with confusing graphs and charts? Typeform's reports are clear and concise. Gain quick insights, revise ambiguous questions, and make better informed decisions.

Clean reports and metrics

Need to send data to Google Sheets? No problem. Need to forward responses to Airtable? Done. With hundreds of integrations, create workflows as unique as your fingerprints. Analyze data where you work best.

"Recently used Typeform to collect responses. Very easy to use, free and shows great analytics at the end of the survey. Recomended."

The world's biggest brands trust Typeform

What you ask matters. How you ask is everything.

Just drag-and-drop. Type some questions. Add a touch of design to match your brand. Then share your poll. Easy peasy.

Your poll is just an empty shell without your personality. Make it even more interactive using icons, images, GIFs, and video.

Online polls have never been more engaging. When you put people first, you get more honest data. Watch your responses soar.

"Must say again how much I love Typeform. Thanks to it, our 2017 marketing revolves around a nationwide survey."

Matt Morrison Founder, Website Developer

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Create a Beautiful Online Poll Using TypeformEasy-to-use online poll creator

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Create interactive polls in minutes. Typeform polls are more engaging - so you get more responses. "Stop using ugly poll tools. Try Typeform for mobile-friendly, awesome surveys and forms. This is what I use." Remarkable user experience Poll fatigue is real-no need to bore people with needless questions.

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A tool to create interactive presentations.

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Your browser either doesn't support Javascript, or you've turned it off. To use Mentimeter, please make sure to turn Javascript on. How do I enable Javascript?

Gain valuable insights from everyone around you with Word Clouds, Polls, and Quizzes.

Unlocking success with Mentimeter

For work

Maximize the value of your work-related meetings. Gather valuable input, feedback, and insights from your colleagues to make better decisions together!
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For education

Enhance learning outcomes and engage every student in the classroom. Experiment with modern teaching methods using Mentimeter's features!
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Works with your favorite apps

Turn tough crowds into engaged audiences

Build an immediate connection with your audience and make them a part of your presentation.

Create an interactive experience letting everyone vote, ask questions, and interact throughout.

Create truly unique presentations

Use a wide range of interactive slides to pose questions, gather feedback, and connect with your audience.

Build an impressive slide deck in minutes, craft an insightful icebreaker instantly, or find a new and creative way to engage your audience!

Millions of voices have already been heard

"Mentimeter allows everyone to ask questions, to get clarification or a clearer understanding on subjects resulting in a more fulfilling learning experience." Teresa Delfin, California State Polytechnic University Explore more stories

Want to become a better presenter?

Impress with Interactive Presentations

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Interact with your audience using real-time voting. No installations or downloads required and it's free!

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Welcome

- Hi. I'm Chris Mattia, and welcome to Blended Learning Fundamentals. In this course, we'll learn the fundamentals of blending the best of face-to-face and online instruction together to create a learner-centered environment for teaching and learning. We'll begin with a solid foundation for good instruction. Then, explore a variety of tools and techniques that you can use in your course. We'll look at how to use Google apps for sharing and collaboration, how to leverage mobile devices throughout your course. We'll dive into creating and using video for instruction and assignments. And we'll wrap up with how to blend your campus learning management system with open source tools, such as Word Press and Wikis. We have a lot to cover, so let's get started adding new depth and dimension to your course with Blended Learning Fundatmentals.

Practice while you learn with exercise files

Download the files the instructor uses to teach the course. Follow along and learn by watching, listening and practicing.

Download courses and learn on the go

Watch courses on your mobile device without an internet connection. Download courses using your iOS or Android LinkedIn Learning app.

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Welcome - Teaching Techniques: Blended Learning Video Tutorial | LinkedIn Learning, formerly Lynda.com

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Hi. I'm Chris Mattia, and welcome to Blended Learning Fundamentals. In this course, we'll learn the fundamentals of blending the best of face-to-face and online instruction together to create a learner-centered environment for teaching and learning. We'll begin with a solid foundation for good instruction.

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Creating effective online learning (Who is this class for?)

- At this point, you're probably familiar with online education and its growing popularity. But what is it and how does it differ from traditional education? Well, in this course, I'll answer these questions. I'm Oliver Schinkten, staff instructor at LinkedIn, and I've been a teacher for over 15 years. Over the past decade, I've been both a student and instructor of online courses, and over that time, I've learned a lot. My goal for this course is to give you an overview of teaching online, including some key concepts to consider, as well as some best practices, so that you have a solid foundation in creating your own online instruction. So join me in this course, let's do this.

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Creating effective online learning (Who is this class for?) - Learning to Teach Online Video Tutorial | LinkedIn Learning, formerly Lynda.com

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At this point, you're probably familiar with online education and its growing popularity. But what is it and how does it differ from traditional education? Well, in this course, I'll answer these questions. I'm Oliver Schinkten, staff instructor at LinkedIn, and I've been a teacher for over 15 years.

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H5P makes it easy to create, share and reuse HTML5 content and applications. H5P empowers everyone to create rich and interactive web experiences more efficiently - all you need is a web browser and a web site with an H5P plugin

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Create
Richer HTML5 Content in Existing Publishing Platforms

Share
Content Seamlessly Across Any H5P Capable Site

Reuse and modify
Content in Your Browser at Any Time

Start creating rich interactive content on your own website. It's free and easy to get started.

Get started with H5P

Supercharge your website with H5P

H5P makes it easy to create, share and reuse HTML5 content and applications. H5P empowers everyone to create rich and interactive web experiences more efficiently - all you need is a web browser and a web site with an H5P plugin.

Mobile friendly content

H5P content is responsive and mobile friendly, which means that users will experience the same rich, interactive content on computers, smartphones and tablets alike.

Share rich content

H5P enables existing CMSs and LMSs to create richer content. With H5P, authors may create and edit interactive videos, presentations, games, advertisements and more. Content may be imported and exported. All that is needed to view or edit H5P content is a web browser. H5P content types and applications are shared here on H5P.org. H5P content may be created on any H5P enabled web site like H5P.com or your own Drupal or WordPress site with the H5P plugin installed.

Free to use

H5P is a completely free and open technology, licensed with the MIT license. Demos/downloads, tutorials and documentation are all available for users who want to join the community.

Check out the content types

There are several H5P content types and applications to suit various needs.

Need help with H5P?

Take a look at the Documentation pages. If you can't find an answer there, you can post a question to the H5P community in the Forum. Selected companies also provide H5P related services.

Wed, 10/25/2023 - 10:18

Learn how to use Chat GPT to create H5P content.

Thu, 06/29/2023 - 14:39

Teachers, instructional designers and other authors may now build content more than three times faster with the help of AI and the new tool, Smart Import. We have also launched a new version of the Moodle plugin for H5P.

Thu, 06/29/2023 - 14:40

Falcon on the future of AI and H5P, and the results from last month's survey.

Want to help us spread the word?

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H5P empowers everyone to create, share and reuse interactive content - all you need is a web browser and a web site that supports H5P.

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A tool to help make reading journal articles more interactive and collaboration.

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Motivate students with a social learning experience to increase engagement, drive collaboration, and build community through course content, including books, articles, web pages, videos, podcasts, and images.

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Flexible Learning Resources from Advance HE

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Flexible Learning Resources from Advance HE

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Advance HE believes that flexible learning is about empowering students by offering them choices in how, what, when and where they learn: the pace, place and mode of delivery.

Flexible learning requires a balance of power between institutions and students, and seeks to find ways in which choice can be provided that is economically viable and appropriately manageable for institutions and students alike.

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Advance HE believes that flexible learning is about empowering students by offering them choices in how, what, when and where they learn: the pace, place and mode of delivery. Flexible learning requires a balance of power between institutions and students, and seeks to find ways in which choice can be provided that is economically viable and appropriately manageable for institutions and students alike.

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Subscription based app which enables you to add a whiteboard to any call.

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Scribble together in real time, from anywhere. Native iOS app and cross-platform web collaboration.

Use with anyone

No iPad? Draw using the web app on Android or desktop. Your whole class, team, or family can join with an instant 4-digit code or shareable link.

Works with what you've got

Add a whiteboard alongside any call in seconds - Hangouts, FaceTime, or a phone call. Fellow scribblers won't need an account or subscription.

Endless Space, Synced Focus

Scroll down with two-fingers to create more space on your board instantly and endlessly. Scrolling and focus syncs across all users, so there's no getting lost.

The world is your canvas

Start with a plain whiteboard, or attach any image or PDF to mark it up. Snap a picture of something and start doodling on it together with just 2 taps!

When you are finished you can share the board as a PDF.

Features

💻 Cross platform

Create new whiteboards from iOS. Invite your Android or desktop friends to draw using the web app.

↕ Infinite Space

Enjoy infinite drawing space and synced focus, so everyone sees the same area at the same time.

👉 Point and gesture

Use the laser pointer to circle or point.

✏️ Better with Apple Pencil

Scribble is the perfect fit for iPad and Pencil.

👀 Broadcast your drawing

Draw and invite others to watch from anywhere.

✨ Glitter

Because everything in this world deserves some glitter!

Who is it for?

Scribble was born out of combined frustration: Bridger was trying to tutor his niece across the country, and May-Li was trying to sketch ideas with designers far away.

It's ideal for tutors working with a student from home, remote teams, or for anyone who wants to share an idea visually in real time.

Complex thoughts are even harder to communicate without a whiteboard. Download Scribble now and see how simple it is to get your ideas across.

Try it out!

A $4.99/month membership lets you invite others to collaborate with you at no additional cost to them! Try our the membership experience for free with our 30-day trial. Otherwise, as a non-member, you can always enjoy the glitter and drawing on your own.

The team

May-Li loves designing tools to foster creativity. Her design team at Khan Academy includes remote members, and she wanted a better way for people to whiteboard together over the distance. After her work developing the Pencil and iPad Pro at Apple, it felt right to make an app of her own (with glitter ✨, obvs.)

Bridger wanted to build Scribble so he could tutor his nieces and nephews across the country. He needed an app that was easy even for kids. It felt like the perfect problem to solve after working on creativity tools at FiftyThree and education at edX.

Please reach out if we can make Scribble work better for you and your co-scribblers. We love to hear your ideas. help@scribbletogether.com

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Scribble together in real time, from anywhere. Native iOS app and cross-platform web collaboration. Use with anyone No iPad? Draw using the web app on Android or desktop. Your whole class, team, or family can join with an instant 4-digit code or shareable link.

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How To Teach Online: Providing Continuity for Students

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How To Teach Online: Providing Continuity for Students

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Practical course for educators designed in response to the COVID-19 pandemic.

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Discover practical ways to teach online and support your students

Are you a teacher looking to learn how to teach online successfully but are under time-constraints?

If so, you've come to the right place. This 3-week course will teach you how to adapt from face-to-face teaching to online teaching so that you and your students can get the most out of the school day.

Even for experienced practitioners, doing this under time pressures presents challenges. However, with the right knowledge, you can overcome the hurdles presented by teaching online and embrace its possibilities.

Creating a lesson plan

The course will begin with a discussion about the challenges of online teaching and advice on how to prepare your students for success outside of the classroom.

You'll learn how to create effective lesson plans for online teaching and think about learning design considerations. We'll provide useful resources and share some answers to popular questions about teaching online.

Engaging your students

Discover how to build a strong online community by connecting with others, and learn how to create engagement through interaction. You'll find out how to balance online learning with offline, asynchronous learning.

We'll be thinking about creating a structure for students during this difficult time and discussing how to build an effective student learning environment from home.

You'll select and design different approaches aimed at engaging students, and you'll hear from some students about their experiences with learning online.

Checking progress and providing feedback

In the third and final week of the course, you'll learn what makes an effective assessment and feedback system. Checking student progress and giving useful feedback is very different in an online context, so it's important to learn the best methods.

What topics will you cover?

Getting started with online teaching

Preparing your students for successful online learning

Using tools designed for creating, sharing and re-mixing plans for learning

Building and sharing a library of learning designs as a community of teachers

Bringing lessons learned from teaching online into your everyday practice

Collecting and responding to student feedback

Reflecting on how we teach online and making iterative improvements

Navigating the personal impact of teaching and learning online

Learning on this course

You can take this self-guided course and learn at your own pace. On every step of the course you can meet other learners, share your ideas and join in with active discussions in the comments.

What will you achieve?

By the end of the course, you'll be able to...

Who is the course for?

This course is designed for educators, teachers, lecturers, and trainers who have to rapidly move from face-to-face to online teaching who are under time constraints.

What's included?

FutureLearn are offering everyone who joins this course a free digital upgrade, so that you can experience the full benefits of studying online for free. This means that you get:

Unlimited access to this course

Includes any articles, videos, peer reviews and quizzes

A PDF Certificate of Achievement to prove your success when you're eligible

Learning on FutureLearn

Your learning, your rules

Courses are split into weeks, activities, and steps, but you can complete them as quickly or slowly as you like

Learn through a mix of bite-sized videos, long- and short-form articles, audio, and practical activities

Stay motivated by using the Progress page to keep track of your step completion and assessment scores

Join a global classroom

Experience the power of social learning, and get inspired by an international network of learners

Share ideas with your peers and course educators on every step of the course

Join the conversation by reading, @ing, liking, bookmarking, and replying to comments from others

Map your progress

As you work through the course, use notifications and the Progress page to guide your learning

Whenever you're ready, mark each step as complete, you're in control

Complete 90% of course steps and all of the assessments to earn your certificate

Learner reviews

Learner reviews cannot be loaded due to your cookie settings. Please activate all cookies and refresh the page to view this content.

Get a taste of this course

Find out what this course is like by previewing some of the course steps before you join:

Do you know someone who'd love this course? Tell them about it...

You can use the hashtag #FLteachonline to talk about this course on social media.

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Part 1 of this free online course from The University of Leeds and UCL Institute of Education.

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Why is there such interest now in using learning technologies? Well, this course will explain that, whatever your role in vocational education and training. The course is about blended learning, which means using the most appropriate learning technologies alongside our usual teaching methods. We'll be giving you practical support and advice on making the best use of technology for your learners. To help you answer questions such as, which technology should I use in my context, and does learning technology really help to improve learners' success? I believe it gives teachers the tools that they need to develop their digital technological skills. It gives them the opportunity to be ahead of their learners and engage them more in their lessons.

In this digital age, it's very important that we've got the ability to facilitate and deliver a message across a variety of media. And by doing this course, this will help us achieve that end. The course runs online. And it's free and open to anyone. So it's very easy to access at any time. It's been designed especially for professionals in the vocational education and training sector. So it covers a wide range of educational settings, and all kinds of learners with a variety of expectations and needs. The whole point of using digital technology is to improve your learners' success. It can be motivating, so it keeps them focused. It can support their independent learning when the teacher or trainer isn't there.

And being online, it's very flexible. So whether you're a complete beginner, occasional dabbler, or expert user of learning technologies, this course has something to offer you. You'll gain knowledge and skills through videos of good practise, guided practical activities, discussion with other participants, and through trying out how it works in your own learning context. Digital technologies are improving teaching and learning for students by expanding the classroom, so that students can learn whenever, wherever they want to, basically 24/7. We've brought together some of the leading academics and practitioners in the vocational education and training sector. So we make sure it's based on the real experience of making technology work.

And we've built this innovative course around the key challenges currently facing teachers, tutors, and trainers in the sector. Studying the course is easy. You can do it in around three hours a week using your computer or mobile device. And what's more, once you sign up for the course, you'll have permanent access to the resources and activities. And then you can use them in your own local professional development, as well as for supporting your learners. Please join us and discover the essentials of what it takes to make the best use of blended learning.

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Blended Learning Essentials - New Approaches for Your Learners - FutureLearn

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Why is there such interest now in using learning technologies? Well, this course will explain that, whatever your role in vocational education and training. The course is about blended learning, which means using the most appropriate learning technologies alongside our usual teaching methods.

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Blended Learning Essentials: Embedding Practice

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Blended Learning Essentials: Embedding Practice

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Part 2 of this free online course from The University of Leeds and UCL Institute of Education.

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These are all examples of learning in action. These young people are engaged in problem solving, making decisions, being creative, learning from mistakes. This is what learning should be like, and all these examples are triggered by digital technologies. Of course, not all learning can be done with technology. Sometimes learners need to be working with teachers, with each other, practicing their manual skills, or social skills, or business skills, and sometimes, just quietly reading and thinking. That's why using technologies is called blended learning. In this course, we will look at the optimal blend of technology-based and conventional methods. Many practitioners in the vocational education and training sector now use blended learning, but it's not easy.

The technology keeps changing, strategies and policies change, employers want a more responsive curriculum, and VET practitioners are having to learn these new digital skills whilst also carrying on doing the teaching and the training. The focus all through the course is on how technology can help with meeting the challenges you face as a professional. Can it offer more flexibility? Does it encourage independent learning? Is it cost effective? Can we improve assessment and feedback? Does it increase workload? How can we use it to be more responsive to learner's needs and employer's demands? During the course, you'll be watching and interacting with other professionals in the sector to find out what they do.

That's the best way to keep pace with all the exciting opportunities the digital world can offer to educators. You can study the course in around four hours a week using your desktop computer or mobile device. So please join us, and discover what it takes for blended learning to be embedded in your everyday practice.

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How to Embed Blended Learning in Your Teaching - Online Course - FutureLearn

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These are all examples of learning in action. These young people are engaged in problem solving, making decisions, being creative, learning from mistakes. This is what learning should be like, and all these examples are triggered by digital technologies. Of course, not all learning can be done with technology.

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Tips for a better online teaching experience

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Tips for a better online teaching experience

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A great summary of 10 top tips for a better student experience with online teaching and learning.

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Whether you've taught online a lot or a little, chances are you didn't enjoy it as much as teaching in person. Maybe you didn't experience that fizz after a particularly invigorating face-to-face class. Indeed, according to a 2017 Educause survey, only 9 percent of academics prefer to teach "in a completely online environment."

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Free webinars tailored for education. The content covers best practices using Microsoft Teams as the digital hub that brings conversations, content, assignments, and apps together in one place. Hosted directly by the Microsoft Teams Product Group,

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You are invited to free webinars and events covering Microsoft Teams for Education. The content covers best practices using Microsoft Teams as the digital hub that brings conversations, content, assignments, and apps together in one place. Hosted directly by the Microsoft Teams Product Group, please…

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The SDG Academy creates and curates graduate-level courses on sustainable development for learners around the world. From sustainable cities to human rights to climate action, each of the free courses addresses the fundamental challenge facing our world today: How do people, communities, businesses and governments coexist, cooperate and collaborate to save the one planet we have?

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The SDG Academy creates and curates graduate-level courses on sustainable development for learners around the world. From sustainable cities to human rights to climate action, each of our courses addresses the fundamental challenge facing our world today: How do people, communities, businesses and governments coexist, cooperate and collaborate to save the one planet we have?