Tailored Lynda.com Playlists

Lynda.com playlists have been created for each school to showcase some of the courses that might be relevant for staff and students. There are also two Excel playlists available and ready to be watched so you can improve your Excel skills. Statistics are also available showing usage to date of the skills videos including details of what students in the Schools have been watching.

What is Lynda.com?

Lynda.com is an online learning platform that can help you acquire software, technology, business and creative skills to achieve learning, personal and professional goals.

The resource, which offers access to over 5000 video tutorials, has been purchased as part of the Digital Strategy for Learning and Teaching and is now freely available to all Loughborough University staff and students from any desktop or mobile device.

So why not login with your University username and password and take advantage of what www.Lynda.com is offering you. Please click here for guidance on how to login.

School-specific suggested playlists…

The school-specific playlists provide a snapshot of the availability on Lynda.com. All you have to do is click on ‘copy’ then ‘edit playlist’ and you’re ready to add or remove courses/videos to make it more tailored to your subject area.  Please be aware that there may be more content suitable to your school which is not currently on the playlists. Guidance for creating playlists is available here.

To access the playlists, click here to view the list of schools. Click on your School name e.g. Wolfson School and explore the list of recommended courses.

MS Excel and Office 365 playlists…

Two Excel playlists have also been curated suitable for staff and students to watch at any time available on the CAP webpages. Take advantage of these Excel playlists to improve your skills using the key functions and advanced features within Microsoft Excel:

  • MS Excel Overview and Key Features – This playlist combines an introduction to Excel 2016 for those with limited experience or who need a refresher, together with some more in-depth information on the use of formulas, functions and charts. It is an example of how you can create a more tailored list of videos, rather than just a long list of courses.
  • MS Excel 2016 Advanced Features and Functions – This playlist contains selected videos on some of the more commonly used advanced functions and features of Microsoft Excel 2016 and provides links to some in-depth courses for those wishing to explore them in more detail.

Are you using Office 365 Groups? Well now you can watch a playlist which covers the main and important features of Office Groups, helping you to use the tool in the most efficient way. Click here to access the playlist.

What is the engagement on Lynda.com like so far?

Since Oct 2017 to June 2018 a total of 1652 unique users have viewed content on Lynda.com of which 655 were staff/researchers and 997 students. During this time there have been a total of 4170 hours of skills training watched overall, 1944 hours by staff/researchers and 2226 by students.

The word cloud below provides an overview of the content being viewed on Lynda.com.

If you have any further questions or would like access to more in-depth statistics of courses viewed by each department/School, please contact Jaina Pattni.

Disaster risk reduction is child’s play

Recent disasters all around the world have highlighted the importance of incorporating disaster risk reduction (DRR) considerations into design, construction and operation of the built environment; however many built environment professionals (e.g. architects, civil engineers, planners) have not received the training required for dealing with DRR. We thus decided to incorporate DRR into the UG programmes delivered at the School of Architecture, Building and Civil Engineering, and with the support from the Teaching Innovation Award, we introduced a ‘Disaster Risk Reduction is Child’s Play’ project, aimed to create a range of interactive models using LEGO and other modular toys that demonstrate a range of important resilient DRR features that are uniquely designed to cope with floods, earthquakes, hurricanes, and other hazards and threats, and encourage multi-disciplinary collaboration among future built environment professionals.

Throughout the academic year we ran a series of workshops introducing students to disaster risk reduction, with a hands-on session during which the students tested seismic performance of different structures using K’Nex; discussing urbanisation and its role in creating vulnerabilities that turn natural hazards into disasters, with a hands-on session during which students were asked to plan a city using an outlined base map of a city and 3D printed cubes that represented various city elements and densities; and creating ideas for a small post-disaster shelter using the LEGO Designer software.

Once students felt comfortable with the ideas behind disaster risk reduction, a competition was launched. Two student teams worked to build disaster resilient models that were then presented at an evening event and were local practitioners and members of academic and CAP staff.

Whilst the main aim of the competition was to consider disaster risk reduction measures, it also encouraged students from different programmes (architecture and civil engineering) to work together and to realise that in order to build resilience, collaboration is the key.Author: Ksenia Chmutina

Virtual Reality in STEM Teaching – End of project update

A year down the line with our Teaching Innovation Award and we are very proud of how far we have come. What was once a ‘pie in the sky’ idea to create our own Loughborough STEM subject specific virtual reality application has come true and its going even further as we have been awarded a follow up TIA to extend it with different disciplines and onto a module.

The project was to test the concept of using virtual reality in lab teaching, primarily as a pre-lab exercise. We created an application based on the Chemistry experiment ‘Absorption Spectrophotometry’ that was based on the students completing 3 rooms in virtual reality.

The student first enters the ‘Familiarisation room’ where they put on their lab coat, get used to the environment and carry out short tasks like identifying apparatus.

They then enter the room that is most like a lab the ‘Experiment room’ and carry out the experiment using objects in a similar way that they would in the lab but with instructions and graphs on the walls around them for context.

Finally, the students, once getting the correct answer in their experiment, enter the ‘Advanced Molecular room’ where they can look at magnified versions of the atom structures, turn them around and examine their centre of symmetry.

Interwoven into all of this are 360° pictures of our very own STEMLab so the students have a connection to the labs they learn in.

Our student developer Nik Demosthenous was fantastic, he helped bring the academic content to life we are very grateful to him and think it’s great to be able to tap into the talent we have in our student body within these sorts of projects.

So, did we prove the concept was worthwhile? We think so!

We carried out two lots of student tests, with a total of 20 Chemistry student testers who completed surveys before and after using the VR to compare results.

We will be presenting our findings at this year’s Learning and Teaching conference, but the main headline is 80% of the students want more virtual reality and all reported that they felt the VR had improved their learning.

Author: Samantha Chester

Advance HE Mental Well-being Training: Embedding Mental Well-being in the Curriculum

In the following post Dr Sarah Turner (Director of the CAP Taught Course Programme) reflects on the recent Advance HE workshop on ‘Embedding Mental Well-being in the Curriculum’

With many key headlines surrounding Mental Health of students, this workshop was a good reminder to stand back and consider how we can support students (and staff) within our programme design.

Here are some points to digest and consider over the coming months about how we encourage positive learning opportunities that also create a supportive learning environment to promote positive mental health:

  • Teachers are the frontline for students – what could/should we be doing about this? How do we cover this in our tutor roles?
  • Post-graduate / Undergraduates / Foundation students – useful for staff to know the weeks where there are known ‘dips’ in student/staff well-being e.g. period of assessment, after Christmas. Encouraging sharing of well-being as a mode to ‘check-in’ with students.
  • World Health Organisation definition (2014) helpful to consider:
  • It’s everywhere but often invisible so perhaps the challenge is making it more explicit?
  • A5 diagnostic chart for each member of staff (on their wall/desk) so they know who to contact if something arises with a student in a tutorial?
  • 5 ways to embed well-being in a curriculum (by New Economic Foundation NEF):
    • Connect – connecting with students, personal 1:1, making friends in seminars, connections through learning in the classroom
    • Be active –  moving around e.g. walks together
    • Take notice – encourage people to be aware of their environment in Teaching and learning
    • Give – peer support / peer learning / how students give back to the Uni and how they can be citizens
    • Keep learning – foster independence, self-direction amongst students e.g. week 5 is health and well-being week – come along and colour the Uni colour map or come for a massage

Further Resources from the workshop are available below:

 

2018 Research-informed Teaching Awards now open

The Research-informed Teaching Awards (RiTAs) have been launched for 2017/18.
They are designed to “recognise and celebrate academic staff who have made a sustained and outstanding contribution to the promotion of research-informed teaching at Loughborough University”.

There have been a number of changes to the RiTA over recent years, including making this a more competitive process with no limits on the number of applications each School may make.

Applicants for this award will need to submit a claim to their School Operations Manager or ADT by 9th March 2018. As with the Teaching Innovation Awards, our other teaching award, full details are on the CAP website – see http://www.lboro.ac.uk/services/cap/procedures-schemes/teaching-awards/

Presentations by the three recipients of the Vice-Chancellor’s awards for excellence in teaching and learning

The most recent CAP forum, introduced by Dr Nick Allsopp, provided opportunity for the three recipients of the Vice-Chancellor’s awards for excellence in teaching and learning to disseminate their practice. The event was well attended and each of the speakers engaged in a lively debate after their presentations.

Dr Cheryl Travers from the School of Business and economics disseminated her good practice relating to learning, transfer and impact where she used a five-stage model to encourage and help students to write smarter goals by using reflective practice. Further information is available in the following blog post: How to Evidence Excellence in Teaching and Learning – Reflective Goal Setting

The second speaker was Paula Gamble-Schwarz from the School of the Arts who presented on the Arts Foundation course. Paula talked about how this course, which has approximately 180 registered students, had been successfully restructured; students receive 20 hours contact per week and participate in a collaborative exhibition with Japanese students from Joshibi University of Art and Design. Further information is available on the following blog post: How to Evidence Excellence in Teaching and Learning – Foundation Programme

The final presentation was given by Dr Richard Hodgkins from Geography who focused on the importance of obtaining buy-in from the students and the student experience. He gave details about the achievement of accreditation from the Royal Geographical Society for our Geography degree programme. This accreditation has only been achieved by 20 institutions. Further information is available in the following blog post: Giving Students, Parents and Employers Confidence: Geography’s Experiences of Accreditation

 

 

 

2018 Teaching Innovation Awards now open

Do you want to make your teaching and learning more engaging, inspiring and innovative? Would you like to resolve an issue in teaching or learning in your discipline? Tackle issues of working in a group or team?

The 2018 Teaching Innovation Awards are now open for applications so this may be the chance to secure funding to support your work. Forms and guidance appear on the TIA webpage.

Open to anyone in the institution – staff, students, colleagues in the Students’ Union and professional services – these awards seek to enhance teaching and students’ academic experience.

All submissions go before a panel of colleagues drawn from across the University and LSU.

Awards range from £3,000 to £5,000 and are generally made to fund action research projects.

Previous winners have looked at improving the University’s use of: LEARN, feedback, new technologies in teaching, and student-led learning as well as ways of teaching practical skills and critical thinking.

This year’s awards are also open to previous winners who want to develop further impact from their original application.

The awards are administered by the Centre for Academic Practice on behalf of the University.

Applications will remain open until 28 February 2018. Applicants will need to discuss, develop and submit their ideas before then.

For more information visit the Teaching Innovation Awards page. If you would like a one-to-one bespoke session to discuss the awards, or a session for your School about the awards contact Deena Ingham at D.Ingham@lboro.ac.uk

European principles in Learning and Teaching

Colleagues in the Higher Education Academy have been working to co-author a set of European principles for L&T in HE as part of the EFFECT Project coordinated by the European Universities Association http://www.eua.be/activities-services/projects/current-projects/higher-education-policy/effect. The Principles have been drafted with the intention of having pan-European relevance, and the collaborative drafting process has aimed at achieving broad consensus. The Principles have also been designed to allow institutions to consider them and adapt them to their local context. Later iterations of the document will be augmented by guiding questions to help institutions evaluate their current position and establish strategies for enhancement, and will signpost to resources and examples from different countries to help with local adaptation.

The Principles can be accessed at http://www.eua.be/Libraries/default-document-library/web_effect-principles-one-pager16102017.pdf?sfvrsn=2

At Loughborough we have reviewed our PGCAP for new academics and have recently submitted an iteration of this taught provision to the HEA for accreditation. Both the existing PGCAP and the new taught course encompass the European principles and we will continue to deliver a high quality taught course which is relevant to our academics and makes links to the wider context within which higher education operates.

How to Evidence Excellence in Teaching and Learning – Reflective Goal Setting

Cheryl Travers (School of Business and Economics) was delighted this year to be one of the recipients of the Vice Chancellor’s Award for Excellence in Teaching and Learning. In the post below, Cheryl explains why she is passionate about innovating and improving the student learning experiences.

Arriving at Loughborough more than 24 years ago now, I was passionate about finding ways to deliver innovative, developmental, transferable and impactful student learning experiences. I wanted to give Psychology away to our students, to maximise their potential as employable, successful, resilient and happy future leaders and members of society. Over the years I have eagerly shared my approach and enthusiasm for learning and teaching with other faculty across campus to aid their own personal and professional development, as well as provide ideas for advancing androgogy. In addition, I have sought to spread the word via other means, e.g., online materials (https://youtu.be/yfT8_t9c8JE), regular contributions to SBE blogs and in house magazine ‘Inspire’, the media, key notes at SBE client conferences, and TEDx talks to reach a wider international audience. (https://youtu.be/8oSEQ7f6QRQ and https://youtu.be/q52A0aCFcq0). The impact for me, personally, has been a very satisfying and fulfilling learning and teaching career to date, sprinkled with a number of learning and teaching related awards (SBE Teacher of the Year award (2012), USA Academy of Management ‘Management Education Division’ award for ‘Most innovative contribution to management education’ (2014); Loughborough RiTA award (2016); BPS Division of Occupational Psychology Academic Contribution to Practice (2017) in addition to the VC excellence award this year). I am very proud of the academic, professional and international recognition I have received for my teaching and research.

I feel my most influential and far reaching contribution has been the design and dissemination of my Reflective Goal Setting (RGS) model, which was created to; support the transfer of learning across a range of UG, PG and Executive Education programmes; turn our students into highly interpersonally skilled and adaptable goal setters; and to enhance students’ employment and leadership potential. The resulting data gathered on their goal experiences has provided evidence for the ongoing impact of RGS and has resulted in a number of outputs so far (e.g. Travers, C.J. (2011), Unveiling a reflective diary methodology for exploring the lived experiences of stress and coping, Journal of Vocational Behavior, 79 (204-216); Travers, C.J. (2013),Using Goal Setting Theory to Promote Personal Development, Ch 36 pp 603-621 in New Developments in Goal Setting and Task Performance, Ed Locke and Gary Latham (Eds), Routledge; Travers, C, Morisano, D, & Lock, E. A. (2015). Growth goals and academic achievement: A qualitative study. British Journal of Educational Psychology, 85(2), 224-241). Currently we are carrying out evaluation and impact research on this model and the findings so far suggest that it can have far reaching impact for individuals, their teams and the organisations within which they work.