Learning & Teaching Symposium Summary – via Storify

On the 15th September (2016) we held a Faculty of Arts Learning & Teaching Symposium , here at Gloucestershire.

The twitter chatter, comments, and links to all the presentations, are captured in this Storify: https://storify.com/davidwebster/learning-and-teaching-symposium 

Thanks to Eric Stoller for the Keynote, and to the Dean of Faculty, Professor Tom Barker, for the opening discussion. I think that for the rest of the day we ended up with some very robust, lively and challenging discussion. Many thanks to those who took part.

Video-interviews with all the speakers will follow, once edited, and be posted on this site.



Language, Words and stuff… Thinking about student note-taking and phone use..

Thoughts around collective note-taking and Storify..

Fruits of the pedagogic life

I was privileged last week to teach a class on my colleague’s HM5204 New Media Literacy Screen Shot 2016-04-13 at 16.22.28module here at Gloucestershire, which is part of the English Language/Linguistics area.

They are looking at the ways language responds to new, often social, media – and the way language is used in shaping those discourses we find on-line. Normally they are interested in things such as Critical Discourse Analysis, and the deployment of argumentation in on-line forums. However, last week they had to put up with my take on Social Media.

I had a lot of fun. I talked about twitter, periscope, grindr, yik yak, and things with even sillier names… We reminisced over old forms of internet use, back when we were all young.. Bebo anyone? Old enough to have asked a/s/l on IRC?

I’m not going to try and capture the detail here – but what…

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What on earth is Google Jockeying?

You might well ask!

Actually – the idea is that you have a person in the room (in my experiments this coming Semester, it’ll be a student nominated for that week) – who as the lecture progresses Googles key ideas and notions (and maybe pulls up pertinent pictures too) – and these are displayed alongside the powerpoint (or whatever) that the tutor is using.

What makes it more interactive is that students can send the Jockey (via some kind of Instant Messaging software) requests during the class. The tutor doesn’t know who requested – and no-one else need do: so if there are ideas that you don’t recall – IM the Jockey – and all the class will benefit.

I am going to have to work out how the messaging is best done, and the display stuff means I’ll be having a conversation with some technicians/Learning Technologists – but they love a challenge…

There are some good guidelines/reflections here:  https://library.educause.edu/~/media/files/library/2006/5/eli7014-pdf.pdf

And this 2012 post from Powerful Learning Practice is worth taking a look at: http://plpnetwork.com/2012/02/08/google-jockeys-in-the-classroom/




This blog will feature short examples, case studies and how-to guides, designed to help staff and students at the University of Gloucestershire develop their digital skills.

Just for ‘fun’, here are some pics of the Religion, Philosophy & Ethics course here using some technology to showcase their activities.