Tuesday 2nd November (09.30 – 12.30)
09.30 – 10.10 Welcome & introduction: Eileen Scanlon: Celebrating openTEL
10.10 – 10.50 Trevor Collins & Shailey Minocha – The pedagogical design of a badged open course on the ‘Scholarship of Teaching and Learning in STEM’
10.50 – 11.00 BREAK
11.00 – 11.40 Koula Charitonos – “We have dealt with this covid situation randomly”: a peer ethnographic approach to researching approaches to English language teaching in refugee contexts
11.40 – 12.20 Kathy Chandler – students’ experiences of synchronous online tutorials in health and social care
12.20 – 12.30 Afterword & Close
Wednesday 3rd November (10.00 – 12.30)
10.00 – 10.10 Welcome
10.10 – 10.50 Mark Gaved, Saraswati Dawadi, Agnes Kukulska-Hulme – ReMaLIC: how English and ICT can reduce or reinforce marginalisation in education
10.50 – 11.30 Victoria Murphy – The Trouble With EdTech in Organisations
11.30 – 11.40 BREAK
11.40 – 12.20 Xinyu Huang – Interact with Holographic AIs
12.20 – 12.30 Afterword & Close
The pedagogical design of a badged open course on the ‘Scholarship of Teaching and Learning in STEM’
Trevor Collins and Shailey Minocha, Faculty of STEM
In this presentation, we will discuss the pedagogical design of the recently launched badged open course on the Scholarship of Teaching and Learning (SoTL) in STEM (URL: www.open.ac.uk/scholarship-of-teaching-and-learning-in-STEM). The design focused on demonstrating the principles and concepts of SoTL, specifically the systematic and ethically reasoned implementation of a SoTL inquiry. The course introduces reflective frameworks for planning a SoTL inquiry and facilitating the uptake of the inquiry’s outcomes to improve academic practice.
“We have dealt with this covid situation randomly”: a peer ethnographic approach to researching approaches to English language teaching in refugee contexts
English language skills are a significant barrier to refugees in accessing tertiary education. Research in Jordan highlighted the need for introducing communicative teaching approaches to language learning (Sowton, 2019) and identified the need for supporting teachers in using new methods. Currently, limited empirical evidence exists of the educators’ perspectives, the challenges they face in their everyday work practice, and how these challenges may influence learning, especially at the tertiary level. Understanding the often-neglected education workforce in refugee settings is necessary before we advance educational responses to this. The research reported in this paper was set to address this gap. This paper offers a case study and illuminates a methodology, the peer ethnographic evaluation and research (PEER) methodology (see e.g. Price and Hawkins, 2002) that allowed to address some of the limitations of the methods which currently dominate research in refugee settings. The paper will outline the methodology followed and the evidence gathered by a group of teachers working as peer-researchers on this study to discuss the impact Covid19 pandemic had in their teaching practices.
Students’ experiences of synchronous online tutorials in health and social care
Kathy Chandler is a final year EdD student in CREET. Her presentation will share the findings of her research, which uses a narrative approach and voice centred relational method to listen in depth to the experiences of students attending online tutorials in health and social care.
ReMaLIC: how English and ICT can reduce or reinforce marginalisation in education
Mark Gaved, Saraswati Dawadi, Agnes Kukulska-Hulme
English and ICT can play key roles in reducing or reinforcing marginalisation through the education of already vulnerable groups in developing countries. We will be collecting first-hand accounts of the educational experiences of young people aged 13-15, their parents and their teachers in four low-income countries in Asia and Africa (Bangladesh, Nepal, Senegal, Sudan) to understand their perspectives. In this talk we will outline the project and report on initial literature review findings that provide insights into marginalisation, and the roles that ICT and English language learning currently play.
The Trouble With EdTech in Organisations
This presentation will present the experiences of an EdTech researcher trying to pilot technology within the energy sector. Following prior research, which found that team supervisors were often tasked with their team through learning sessions without training on facilitation skills, educational technology was suggested as a tool to reduce the burden on supervisors. However, while the initial response to the proposed programmes was extremely positive, navigating the hierarchical layers of organisations proved difficult.
Interact with Holographic AIs
Humanoid intelligent agents, or ‘Holographic AIs’, as we prefer, are trending, promising improved delivery of personalized services on smart glasses and in Augmented Reality. In this presentation, we will introduce what holographic AIs are, what are the features, what difference between holographic AIs and virtual humans, and how to create our own holographic AIs.
Links and Recordings