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Title: Bouncing back: bouncing forward
Purpose: To help you and others adapt and cope with studying during the pandemic (and afterwards) , explore some resources, helping each other and tips to deal with studying pressures. Task Summary: You will explore some individual and groups ideas for actions and discuss with others Spark: www.youtube.com/watch?v=L1XmVCqOYn8 This video offers tips for students to rapidly adapting to learning online- whilst maintaining health Individual Contribution: Choose one of the following 1. Identify and focus on what is most important for your course. Make a big reminder ‘poster’ for your wall! 2. Identify your realistic goals for this week. Note and diary small steps. 3. Communicate with your tutor, ask a question or ask for help. Be specific. 4. Identify and then ask for something you need to help you study – could be course related, ask for feedback or delegation of an everyday task to free up your time. 5. Plan your study routine for next week. Get a new diary or make your own ‘poster’ Post in the bulletin board which one of these you will focus on over the next few days. Think about at least one action and when you will do it. Then do it. Post by tomorrow 11am please. Participation: Find an additional resource related to maintaining your health whilst also achieving your studies in rapidly changing situations. The resource might be a tool, a blog, a video, a quote or saying. Post it in the cohort Resilience wiki <link> saying why it helps you. Get together online in your group of 4 and share your resources and discuss how they might help everyone. Post a summary (200 words maximum) in the ‘Resilience wiki’ along with links to the resources. Complete your group work by Friday 6 pm please E-Moderators Intervention: I will look at your wiki on Friday evening, give feedback and additional suggestions Schedule & Time: Watching the spark video needs 8 mins- but take as much time as you need to think about your responses. Say 60 mins? Finding additional resources shouldn’t take too long – but be creative- maybe another 60 mins? Then organising your group work discussing and posting- could be another 2 hours. So, it’s around up to 4 hours spaced out whenever you can during the week- but what an investment into your resilience! Next: Maybe re-watch the video. Choose another action from the list. Give yourself a safe reward More resources https://ideasreport.com/2020/watch/ https://resiliencetoolkit.org.uk/wp-content/uploads/2018/01/think-journey-tool-guidance.pdf http://www.thefridge.org.au/home2 https://www.youtube.com/watch?v=L1XmVCqOYn8
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E-tivities assist with peer learning, build effective learning pods and co-operation, and lead students towards exploring challenging issues together. It’s always worth encouraging them to diagram and visualise outcomes from their collaborative discussions – helping them to mature as learners and present complex ideas better. TITLE: How to win a Nobel prize. PURPOSE: How to win the Nobel Prize. (Also helps with your first assignment). SPARK:  https://www.nobelprize.org/prizes/lists/nobel-prize-awarded-women/
https://www.bbc.co.uk/news/science-environment-54432589#:~:text=Emmanuelle%20Charpentier%20and%20Jennifer%20Doudna,DNA%20contained%20in%20living%20cells. INDIVIDUAL : Explore the awarding, to two women scientists, of the 2020 Nobel Prize in Chemistry. They developed the tools to edit DNA. Explore a bit further, find out how Nobel prizes are awarded. Find out the demographics of Nobel prizes generally. Pick one characteristic & post in the forum <link> the statistics you have found about it & one piece of valid evidence offering an explanation (150 words max plus your reference(s)). Post by Monday at 16.00 GMT. PARTICIPATION 1. Respond to at least 3 others of your peers by agreeing or disagreeing (with evidence) about their accounts or interpretations. Complete by Wednesday 16.00 GMT. 2. Meet in your groups of 4 , draw a multiple cause diagram demonstrating why there are inequalities in the awarding of Nobel prizes https://www.futurelearn.com/courses/systems-thinking-complexity/0/steps/20381. Add this to your e -portfolio ready for your assignment. And post in your <Group drive>, alerting me when it’s there. Complete by Friday 16.00 GMT., latest. INTERVENTIONS: I will give feedback on your multiple cause diagrams, Friday to Monday. SCHEDULE & TIME: 2 hours exploring Nobel prizes, the rules, the history & the statistics. At least another hour choosing one demographical element & looking at evidence for explanations or make your interpretations. 60 mins reading classmates' contributions & responding. 2 hours in your groups reminding yourselves about multiple causes in complex systems & developing an excellent diagram & posting it for review. 30 mins reading my feedback & thinking about it for your assignment. Total: Around 5.5 hours spread over one week. Your whole career to try and get a Nobel prize. The purpose of the E-tivities Framework is to enable academics, learning developers and teachers of all kinds to design for active, engaged online participation for their students. E-tivities provide examples of learner-centred ways of together remotely.
Set up one to try out for yourself today! Invent your own:
Try out this one: Title: You have 80 years to solve this problem Purpose: Practise data interrogation, extrapolation, reflection and ‘big picture thinking’. Practise preparing presentations and receiving feedback. These skills will help you throughout your course. Task Summary: Working together in groups of 6, you will explore a report on global capacity to accommodate a growing population, develop an action list for the world, and advise your university of the most important curricula to save the world. Ok?! Spark: Global population is expected to rise from today’s 7 billion to 11.2 billion by the end of this century. Consider the information at ‘Half of the world’s habitable land is used for agriculture’ www.ourworldindata.org/global-land-for-agriculture Individual contribution: Individually, assess the data and metrics presented. Identify and post <wiki link> two of your proposed most significant interventions. Complete by 5 pm on Monday evening. Participation 1: Meet on or offline in your groups and review the individual work. By consensus, build an agreed priority list for what job roles, skills and knowledge might be the most important to tackle these kinds of complex adaptive systemic problems. Create a short video together (5 mins max) and post in the wiki. Complete by 5 pm Thursday please. Participation 2: Choose one other group and ask them to review your video. Listen carefully to their feedback. Offer meaningful supportive feedback to theirs. Improve your videos Moderator Intervention: I’ll come in on Sunday and give my feedback and additional resources. Schedule & Time: Individual work: from 1 hour. Group work to presentation, from 3 hours. Receiving feedback presentation and discussing in your group, 2 hours. Improving video, 1 hour. Posting your thoughts and resources in the wiki, 1 hour. Considering my feedback. 1 hour. A total of 9+ hours spread over about a week. Keep building on the wiki. LINKS: More about E-tivities Professor Gilly Salmon's website Education Alchemists Services : workshops on e-tivities for all E-tivities book available on Amazon E-tivities are frameworks for enabling at least two people, and usually many more, to work and learn together remotely. The more diverse the participants, the better e-tivities work.
E-tivities use the accessible features of your institutional or corporate VLE/LMS - no new technology needed! Why not give one a try today? Set it up yourself or perhaps ask a student for help. Invent your own:
or... Try out this one: (Please let me know if you try this and how it went with your students. or have you got any successful e-tivities to share?) Title: Have you met the real Santa Claus? Purpose: Exploring scientific knowledge and methods Task Summary: A chance for an important philosophical and scientific discussion – for your chosen subject. No marks but might change your life, or at least you might meet someone new, interested in your subject. Spark: Take a deep breath (it’s fast) and watch this youtube video Watch it again if you need to! Individual contribution: What surprised you? What did you know before? Can you think of anything that changed your mind about your subject? Try and articulate why. 100 words max per posting. Complete by Friday please. <link to pre prepared forum> Participation: Over the weekend, think about at least three postings by your peers. Indicate what you think they are hypothesizing and whether you think these could be proved or disproved and how – post your response. Max 100 words per reply. Post another short video or article if you can find one to support your views. But keep discussing after that. Can you spot people with views like yours, or completely different? Moderator Intervention: I’ll come in on Monday and give feedback Schedule & Time: Around 90 mins spread over 2 or 3 sessions. More if you’d like to have a Zoom discussion with each other. 30 minutes or so to read my summary and think about the relevance of scientific methods for your course this semester. LINKS: More about E-tivities Professor Gilly Salmon's website Education Alchemists Services : workshops on e-tivities for all E-tivities book available on Amazon E-tivities are frameworks for enabling active and participative online learning. They enable purposefulness and promote remote learning together. The framework is very well researched and hence is evidence based.
You can use E-tivities with confidence across all disciplines and professions to provide purposeful connections for all learners. E-tivities used your institutional or corporate VLE/LMS that everyone has access (no new technology needed). Why not give one a try today? Set it up yourself or perhaps ask a student to. Invent your own:
or, try out this one: Title: A million miles an hour? Really? Purpose: Explore tools to succeed & get to know your peers. Task Summary: Watch the video- do some thinking, and offer support and encouragement to your classmates Spark: Watch this YouTube video (At 3 minutes, it appears to finish- but keep going, there’s more) Individual contribution: Do you agree Brian Cox is being ‘pedantic’ ? Post a thought or two about how you feel about uncertainty in the world. Does the video make you feel unique, determined to succeed, or find it worrying? (100 words max per posting). Complete by Wednesday please. <add a link to your forum on your VLE> Participation: Come back in a couple of days and add encouragement or empathy to others. And post something new you’ve found encouraging about dealing with uncertainty. Intervention: I’ll come in Sunday and give feedback and more ideas. Schedule & Time: Around 60 mins spread over 2 or 3 sessions. More if you’d like to share the video with others. 30 minutes or so to read my summary. LINKS: More about E-tivities Professor Gilly Salmon's website Education Alchemists Services : workshops on e-tivities for all E-tivities book available on Amazon It’s nearly 18 years since the concept of Carpe Diem learning design was born on a dark night in Glasgow…
The methodology is called ‘Carpe Diem’—meaning ‘seize the day’. Carpe Diem Learning Design was established around the year 2000 as a small Research and Development initiative using agile project development to design innovative student-centred courses whilst simultaneously and rapidly building academic staff confidence and capability. It actively and successfully promoted and encouraged team work, especially across faculty, technologists and librarians (Sputore et al., 2016). From around 2005, Carpe Diem was built upon by a UK Higher Education Academy-funded project, ADELIE (Advanced Design for e-Learning Institutional Embedding). It was actively championed by adoptees in many countries and disciplines. The process has been highly effective in positively impacting on the experience of on-campus, blended, MOOCs, and distance and online learners and the staff who lead change and development (Salmon & Wright, 2014).  Photo by Jimmy Chang on Unsplash Every university in the world is exploring fast effective ways to transform teaching. I think one good way forward is through the MASSIVE INTRODUCTION of VIDEO (MIV). Not just recording lectures but much much more!
Video is a key pathway towards ‘Education 3.0’, where learners are creators of knowledge and the boundaries of traditional educational structures are blurred. Here I explore some of the ways we are introducing video for transforming our students’ experiences at the University of Western Australia (along with acquisition of a sparkling new Enterprise Video Management system, EVMS).  The keystone About Keystone-ness Learning Management Systems (LMS) and Virtual Learning Environment (VLE) are used to mean more or less the same thing. For example, the term LMS is used for Blackboard Learn in Australia and VLE for the same system in the UK. As I’m in Australia today, I’ve used the term LMS in this blog. For me, LMSs are like keystone species of biological ecosystems. Keystone species play a crucial role in maintaining the balance of an ecosystem, which would collapse if that species was removed.  Some sea stars are keystone predators, maintaining the ecosystem by preying on species that don’t have other predators. Web & Education Parallels
One way of conceptualising the development of the World Wide Web (Web) is as an evolution from transmissive (1.0) to social (2.0) then 3.0 (semantic). The big changes from Web 1.0 to 2.0 are not the technology so much as the way it’s used. We can map the slow development of higher education to a similar continuum. Education 1.0: a one-way process Since the establishment of ‘modern’ universities, students have attended a physical place in order to be at university. The campus (from the Latin for ‘field’) and its buildings are important. Education 1.0 students received information supplied in the form of a ‘stand-up’ routine from a member of academic staff, often lecture-dominated, perhaps with handouts and textbooks. Hence, in Higher Education 1.0 students were consumers of information and resources that were transmitted to them for their study. Assessment was typically exam based. Only if students became researchers, later in their academic careers, then the results of their activities contributed back to the knowledge corpus |
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