Place & Space
3.2a Collaborative problem based learning – in or out of the classroom?
3.2b Enhancing engagement with landscapes and material culture using online content: a case study from the Archaeology of Scotland
3.2c Learning through Doing, Learning through Sharing: Linking Museum Theory and Practice through Professional Work Placements
K Price
R Younger
R Spooner
Place & Space
| Day 1 | |||||||
| 10.00 - 11.00 |
1.4a Exploring space and place through active learning pedagogies 1.4b Student presentation - Let's Talk About [X] |
N Sheridan TBA |
Place & Space | ||||
| 4.3 Place & Space (Panel members TBC shortly) | Place & Space | ||||||
| Day 2 | |||||||
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6.5a Workshop: Spaces to teach or spaces to learn (*External speaker) |
G Heggie, UWS |
Place & Space | |||||
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8.2a As easy as ABC? Enhancing peer interaction in large, lecture-style classrooms 8.2b Innovation in Partnerships: Rethinking the Learning Space 8.2c Please discuss! Effective discussion across technology-enhanced and traditional environments |
G Pringle-Barnes M Callaghan J Kopaczyk |
Place & Space | |||||
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10.3a Anytime, anyplace: assessing the suitability of applying location science to improve learner outcomes in both education and well-being 10.3b Learning outside the classroom in HE: a breath of fresh air (*External speaker) |
A Moss G Stansfield, LSE |
Place & Space | |||||
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10.5 Workshop: Teaching Space Solutions for Active Learning Challenges |
D Anderson |
Place & Space | |||||
Creative Approaches
2.3a Video introductions on Padlet to encourage community and belonging in Masters students in MVLS
2.3b A Learning Community to Support Staff Scholarship and Progression
2.3c Developing Student Awareness of Digital Professionalism
J Crow
S Sneddon
Z Marshall
Creative Approaches
| Time | Activity | ||
|---|---|---|---|
| Day 1 | |||
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1.3a Just a cop out? Using MOOCs from other institutions in L&T at the University of Glasgow 1.3b Student presentation - Let's Talk About [X]
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L Marks TBA |
Creative Approaches |
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2.3a Video introductions on Padlet to encourage community and belonging in Masters students in MVLS 2.3b A Learning Community to Support Staff Scholarship and Progression 2.3c Developing Student Awareness of Digital Professionalism |
J Crow S Sneddon Z Marshall |
Creative Approaches | |
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5.4a Blending as a two-way street: redesigning a campus-based course using a blended framework. 5.4b A Creative Approach to Using Technology Beyond the VLE: Legal Innovation and Technology on the Diploma in Professional Legal Practice (DPLP) |
D Fischbacher-Smith K Trewern |
Creative Approaches Technology Beyond the VLE |
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| 5.6 Workshop: A Practical Introduction to Blended Learning | U Barrett | Creative Approaches | |
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6.6a Workshop: Embedding play in Higher Education: building an evidence base |
A Wilson |
Creative Approaches | |
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7.2a Finding an effective approach to group supervision 7.2b Student audit of active learning in MBChB lectures 7.2c Multidisciplinary Research: an undergraduate reality |
E Black M Rodgers P Parreira |
Creative Approaches | |
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8.1a Encouraging student involvement in medical education and curriculum development 8.1b Augmenting assessment and feedback for 21st-century employability through a staff-student partnership 8.1c Collaborative Writing as a Facsimile of the Peer Review Process |
R Clark N Veitch MA Sharp |
Creative Approaches | |
| 9.1 Creative Approaches (Panel members TBC shortly) | Creative Approaches | ||
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10.2a Blended Learning for Effective Block Teaching in a TNE Program 10.2b Flipping lessons with Moodle: using the H5P Moodle plugin to deliver online sessions |
W Ahmad J Hudson |
Creative Approaches | |
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10.4a Mindfulness: its relevance and recent developments in the modern university 10.4b Scottish Young Composers Project and Composition in the Classroom |
N Clark J Stanley |
Creative Approaches | |
Accessible & Inclusive Learning
*For abstracts and a full list of co-authors, see the abstracts section at the bottom of the page.
6.3a From a thousand learners to a thousand markers: Scaling peer feedback with Adaptive Comparative Judgement
6.3b Developing a moodle-based peer assessment tool (*External speaker)
J Singer
L Baker, City Univ. London
Technology Beyond the VLE
Assessment & Feedback to Support Active Learning
| Time | Activity | ||
|---|---|---|---|
| 08.45 - 09.15 | REGISTRATION & TEA / COFFEE | ||
| 09.15 - 09.30 | Introduction and Welcome Address - Dr Matthew Williamson, Director LEADS, and Professor Moira Fischbacher-Smith, Assistant Vice Principal (Learning & Teaching) | ||
| 09.30 - 10.30 | Keynote (Title TBC) | ||
| 10.30 - 11.00 | TEA / COFFEE | ||
| 11.00 - 12.00 | SESSION 6: Paired Presentations (Choose ONE PAIR) | Speaker* | Subtheme |
| 12.10 - 12.40 | SESSION 7: Lightning Talks (Choose ONE BLOCK OF THREE) | Subtheme | |
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7.3a Moving to Open Source/Open Access Solutions in Dissertation Experimental Projects 7.3b Online interactivity tools to support student centered learning in large classes 7.3c Brief reflections on the design and delivery of MOOCs by the University of Glasgow |
E De Luca S Hussain N McIntyre |
Mixed themes | |
| 12.40 - 13.30 | LUNCH & NETWORKING | ||
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6.1a Pre-arrival blended learning approach to smooth transition to University 6.1b Bringing the UofG to distance PGRs |
F Dowell R Marshall |
Accessible & Inclusive Learning | |
| 4.2 Accessible & Inclusive Learning (Panel members TBC shortly) | Accessible & inclusive learning | ||
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5.1a Design for All: Creating Accessible and Inclusive Learning Spaces 5.1b Accessibility and Inclusivity by Design |
K Powell N Bhardwaj |
Accessible & Inclusive Learning | |
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1.1a The University of Glasgow Guide to Academic Writing 1.1b Student presentation - Let's Talk About [X] |
J Bohlmann TBA |
Accessible & Inclusive Learning | |
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2.2a Embedding LGBT Equality in the Curriculum and the Classroom 2.2b Well Delivered But Lengthy: Reflecting on the use of an online academic skills module to ease transition into Higher Education 2.2c Success in Employers' Numeracy Tests |
E Capaldi C Kennedy S Ahmed |
Accessible & inclusive learning | |
| 10.6 Workshop: How might we create an autism-enabling environment at the University of Glasgow? | D Simmons | Accessible & Inclusive Learning | |
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10.1a The impact of diversity in prior knowledge and ability on group cohesion and student performance 10.1b Embedding Intercultural Competency: The Erasmus Mundus Case |
C McAllister E Butler |
Accessible & Inclusive Learning | |
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1.1a The University of Glasgow Guide to Academic Writing 1.1b Student presentation - Let's Talk About [X] |
J Bohlmann TBA |
Accessible & Inclusive Learning | |
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2.2a Embedding LGBT Equality in the Curriculum and the Classroom 2.2b Well Delivered But Lengthy: Reflecting on the use of an online academic skills module to ease transition into Higher Education 2.2c Success in Employers' Numeracy Tests |
E Capaldi C Kennedy S Ahmed |
Accessible & inclusive learning | |
Assessment & Feedback to Support Active Learning
| Day 1 | |||
|
6.3a From a thousand learners to a thousand markers: Scaling peer feedback with Adaptive Comparative Judgement 6.3b Developing a moodle-based peer assessment tool (*External speaker) |
J Singer L Baker, City Univ. London |
Technology Beyond the VLE Assessment & Feedback to Support Active Learning |
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7.1a Active Learning and Business Students Performance: Does Class Size Matters? (*External speaker) 7.1b Alternative (Authentic) Assessments: Professional skill enhancement and development of graduate attributes 7.1c Assessment and learning gain: are we measuring what's important to students? |
L Surienty, Universiti Sains Malaysia J Langan-Martin R Rochon |
Assessment & Feedback to Support Active Learning | |
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1.2a Active learning in assessment and feedback – from online to face-to-face 1.2b Student presentation - Let's Talk About [X] |
J Wincenciak TBA |
Assessment & Feedback to Support Active Learning | |
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1.6a Embedding employability into assessment while also exploring alternative assessment methods 1.6b Student presentation - Let's Talk About [X] |
A McGregor TBA |
Assessment & Feedback to Support Active Learning | |
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2.1a Template to success: dissertation proposals as project design 2.1b Student self-assessment with a marking rubric & staff marking with a marking rubric: a way towards improved understanding of feedback? 2.1c A blend of summative and formative continuous assessment with a zest of exam |
S Harris P Karlsson E De Luca |
Assessment & Feedback to Support Active Learning | |
| 13.00 - 14.00 | LUNCH & NETWORKING | ||
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3.1a Student led evaluation: learning and teaching programming skills in the context of my discipline 3.1b A Contextual Definition of Continuous Assessment and Its Use to Promote Active Learning (*External speaker) 3.1c Pseudo personalized individual feedback for large classes |
E Yao T H Ngwenya, Durban University of Technology, South Africa S Hussain |
Assessment & Feedback to Support Active Learning | |
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5.2a Generating Feedback from Self and Peer Review: Developing Evaluative Judgement. 5.2b Re-conceptualising feedback as an internal not an external process: implications for practice |
M Swingler D Nicol |
Assessment & Feedback to Support Active Learning | |
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5.3a Student-staff partnership to improve assessment and feedback 5.3b Here comes the Sun: assessment and feedback in a postgraduate course for Astrophysics students |
C Huser N Labrosse |
Assessment & Feedback to Support Active Learning | |
| 4.1 Assessment & Feedback to Support Active Learning (Panel members TBC shortly) | Assessment & Feedback to Support Active Learning | ||
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6.2a Student self-regulation and the use of assessment rubrics 6.2b Staff-Student Co-Design of Assessment Criteria for Reflective Experiential Learning |
A Favotto S Deeley |
Assessment & Feedback to Support Active Learning |
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Technology Beyond the VLE
| Day 1 | |||
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1.5a Augmented Reality to enhance student experiential learning in Distance Learning Programmes 1.5b Student presentation - Let's Talk About [X] |
L McNaughton TBA |
Technology Beyond the VLE | |
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3.3a Using the Slido polling system to increase student engagement in lectures 3.3b Transforming IT at University of Glasgow 3.3c Mapping and Visualising Thematic Links within an UG Engineering Degree Program |
M Griffiths N Jefford I Taylor |
Technology Beyond the VLE | |
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5.5a Texts in the classroom: Staff and Student Reflections on the Print vs. Digital Debate 5.5b Gamification and Immersive Learning |
H Kingstone J Briggs |
Technology Beyond the VLE | |
| Day 2 | |||
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6.4a Lecture Capture: Perceptions and Misconceptions from the Vet School 6.4b Enhancing Student Engagement via Interactive, Collaborative and Recording Tools |
Z Marshall W Ahmad |
Technology Beyond the VLE | |
| 9.2 Technology Beyond the VLE (Panel members TBC shortly) | Technology Beyond the VLE | ||