Since September I have been using the modular MLE content in Blackboard to build asynchronous chunks of content for learners in the Human Conflict and Response Institute (HCRI) in SALC.
Since September I have been working with Jessica Hawkins, the programme director for the taught programme in HCRI. This partnership has resulted in a wider body of work for taught students in all years however in this post I am going to specifically focus upon the first year unit Introduction to Disaster Management and Humanitarian Response (IDMHR) or HCRI11071.
If you know me then you know that I am interested…
PG Cert HE participants: This topic relates the session held on 5 March 2021. You can use this page to catch up/review. Please access the Prepare and Reflect tool in Blackboard to track your progress.
Our featured guests at this session were April McMahon, Vice President for Teaching, Learning and Students at UoM and a small number of current students from undergraduate to postgraduate researchers who work for the University Library.
We are incredibly grateful to our guests for contributing to the session and sharing their viewpoints and experiences.
April commenced by presenting the overall agenda for how open is…
I work in Professional Services as a Learning Development Librarian. My role is focused around designing and delivering teaching students skills like critical reading and note taking. I have the great privilege of working with students and staff across the University, in all disciplines and at all levels. Fellowship followed the completion of the UoM Post Graduate Certificate in Higher Education.
To get Senior Fellowship of the Higher Education Academy through the UoM LEAP programme, I initially took the oral presentation route. This proved challenging both to prepare for and in the actual presentation where I found myself under time…
So excited to announce that this is happening with my good friend Andrew Walsh. Contact either of us if you have any questions.
A call for chapter submissions from library workers on their pedagogies and pedagogical approaches.
Andrew and Sam welcome short (250–500 words) proposals for chapters to feature in this book, provisionally called “Library Pedagogies”. Proposals should include a short summary of the author’s pedagogical approach, how this connects with their teaching philosophy and an outline of the key factors that have influenced that approach. Please include a brief professional biography of no more than 3 or 4 sentences.
University life involves essays, presentations, projects, and exams. It is very important to fully understand the question as it is the key to getting a good mark. This task explains a three-step framework that you can use to understand what you are being asked to do. Each step is explained in detail through the use of easy-to-understand and engaging examples. If you don’t comprehend one of the steps, you can try more examples and they will be beneficial in understanding the step better. Through these examples and detailed steps, the task guides you through what you need to do to get the best mark possible.
Don’t forget to take the test after going through the resource!
Back to contents page for MDAS
Meetings can be a lot like academic reading. You might be asked to read something or go to a meeting. You may or may not be told why you are going to that meeting/reading that item and from time to time you will be surprised by something that you read or that meeting that you attend.
Within the My Learning Essentials critical reading workshop we use the following strategy to guide students in checking that they have been reading critically and academically. Could this approach be applied to organising meetings?
Purpose: successful readers read with purpose, they are clear why…
Every year OKHE runs I come away from each session not only having explored openness further and how it exists as a concept but also about how openness is perceived by professional colleagues. This year has been no different. In this short post I want to highlight what really stood out for me from session one, why it did and what that means for me.
One of the areas of debate that always comes to life when we talk about open practice is the idea of permission: within higher education there is a tension between what we can and cannot…
I’ve written this post as an example of what you might produce for your assessments. The tone for an online blog piece is less formal than an academic paper and, in the case of the second assessment, includes personal reflections on your chosen area of exploration. In keeping with the theme of open knowledge, I have also taken some considerable pains to ensure that the references that I have used are openly available, rather than behind a pay wall. Following best practice for online work, these are directly linked to from the text.
The following is a reflection on an…
OKHE Convener, Teaching Librarian & PGCertHE class of 2015. Find me at @manclibrarian