Programme

Conference programme June 2018:

The programme (version 6) can be viewed here.

Keynote speakers:

Sarah Davies, Head of higher education and student experience, JISC

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Can technology deliver on its promises of personalised and flexible learning?

One of the arguments often made for technology-enhanced learning is that it enables greater flexibility and personalisation, enabling learners to vary the mode, pace and place of their learning, and making it easier for non-traditional and geographically distributed students to participate and be supported. Augmented and virtual reality are bringing a wider range of experiences to learners, or helping them prepare more effectively for real hands-on experiments and experiences, making the most of any face to face time.

With the increasing update of learning analytics we’re beginning to see how data generated as learners move through our physical and digital learning environments can be analysed to provide better just-in-time support to learners. We’re also beginning to look at how that data might be harnessed to improve the curriculum, make more efficient use of the physical estate, and potentially support more individualised and learner-centred paths through higher and further education.

This talk will explore how students are experiencing the digital environments we provide, the digital capabilities teaching staff will need, and take a look at how smart we can get about personalised learning.

 

Dylan Williams, National teaching fellow, The University of Leicester

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Context and Problem Based Learning: An Integrated Approach

The Department of Chemistry at the University of Leicester has been using context and problem based learning (C/PBL) in chemistry teaching since 2007. The integration of C/PBL into teaching at Leicester has improved the retention rate of first year students. The varied modes of assessment for C/PBL activities have also led to an improvement in the transferable skills of Leicester chemistry students.

This talk will discuss the practicalities of developing and integrating context and problem based learning (C/PBL) activities into a physical science programme, highlighting potential challenges as well as aspects of good practice. The session will include examples of C/PBL activities developed at Leicester as well as a short problem for participants to engage with. The session will conclude with a brief discussion of the impact that C/PBL has had on the student experience at Leicester.

 

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