This document provides an agenda for an online meeting to introduce participants to the First Steps into Learning and Teaching in Higher Education course. The agenda includes introductions from course leaders, an overview of the course topics and approach, and information on reflective practice. Participants will also be shown how to use the online collaboration platform and invited to join breakout rooms for discussion.

1. Welcome to FSLT12
First Steps into
Learning and Teaching
in Higher Education
23 May 2012 1500-1700

2. Agenda
• 1430-1500 (pre-session) Open space time: settling in
– Guide to Collaborate
• http://openbrookes.net/firststeps12/files/2012/03/Blackboard-
Collaborate-Quick-Guide-for-Participants.pdf
• 1500-1515 Walk through the Collaborate interface
• 1515-1530 Welcome from Rhona Sharpe
• 1530-1545 Introduction to the course (George)
• 1545-1600 Reflective Practice (Marion)
• 1600-1630 Open Academic Practice (George)
• 1630-1645 Open Questions and Answers
• 1645-1700 Other Collaborate Rooms
– The Assessment Group Room
– Open Room

3. George Roberts
1500-1515
WALK THROUGH COLLABORATE

4. Walk through
• http://openbrookes.net/firststeps12/files/2012/03/Blackboard-
Collaborate-Quick-Guide-for-Participants.pdf

5. Collaborate

6. User tools
• Smileys
• Out of the room
• Raise hand
• Polling
• Click to talk

7. Recording the session
• We will be recording the session
• The recordings will be publicly available
– Although the links will only be posted to the
FSLT12 sites
• The text chat is semi-private
– Moderators can see all text chat
– Even private messages

8. Leaving the session
• At the end be sure you exit the session
• The recording cannot be saved until everyone
has left the room.

9. Rhona Sharpe
1515-1530
WELCOME TO THE COURSE

10. WELCOME TO #FSLT12
Add subtitle information here

11. WHO ARE WE?

12. WHO/WHAT IS OCSLD?

13. WHO/WHAT IS OCSLD?

14. FROM OER TO MOOC
• Funded by JISC/HEA OER Strand 3
• for OERs in Postgraduate
Certificates in Teaching and
Learning in Higher Education
• Builds on OCSLD’s experience of
running online courses
• Engages new lecturers in open
academic practice…
• …beyond the resource-based
discourses of OER.
OER crossroads from wikieducator.com
http://wikieducator.org/Educators_care/OER_Benefi
ts_and_myths

15. OPEN ACADEMIC PRACTICE
Contributing to the Brookes
resource repository (RADAR)
Releasing our materials to the
educational development
community
Aggregation, remixing,
repurposing
Social citation/annotation
Distributed collaboration
Community based learning
pedagogy
Widening access

16. George Roberts
1530-1545
http://openbrookes.net/firststeps12/
INTRODUCTION TO THE COURSE

19. Approach
• Dialogue
– We talk a lot, in groups
• Autonomy
– You are responsible for your own learning
– Teacher as Resource not The Source
• Openness
– Resources and Practice
• Social Construction of Knowledge
– “Connectivism”
– Make connections
• Personal Learning Networks (PLN)
– Sustain connections
• Research-informed

20. Research
The goal of the research is to evaluate the learner
experience of the MOOC in order to stimulate discussion
amongst the educational development community about
the benefits, opportunities and risks of this approach.
• Participant information sheet
• Consent form
• Course Evaluation
http://openbrookes.net/firststeps12/research/

21. Topics
• First steps curriculum
http://openbrookes.net/firststeps12/course-practice/the-
first-steps-curriculum/
• UK Professional Standards Framework
http://www.heacademy.ac.uk/ukpsf
• Open Academic Practice

22. First Steps
Six topics realised through resources and
asynchronous dialogue
1. Supporting Learning
2. Reflective Practice
3. Teaching (Small) Groups
4. Feedback
5. Lecturing
6. Evaluation

23. UK PSF Woven Through
• Areas of Activity
– Designing and Planning Learning Activities
• Activity 3
– Teaching and Supporting Learning
• First Steps Curriculum
• Activity 2
– Engaging in CPD
• Activity 1 Reflective Practice
• Participation in this (and other) course(s)
• Core Knowledge
– Subject knowledge
– Teaching methods
– Using and valuing appropriate learning technologies

24. 3 Activities
• Reflective Statement
• Collaborative Bibliography
• Microteaching
• Multiple modes of engagement
– Blog community, discussion forums, wikis, open
discussion “room”
– Participant-led Social Media: Twitter, Google+,
Facebook
• Mandatory for assessment and certificate

25. Marion Waite
1545-1600
REFLECTIVE PRACTICE

26. Reflection-
Contribution and Critique
• What do we learn from the Stephen
Brookfield ‘reflective lenses’?

27. Reflection-what is it?
• An approach to education
• A way of gaining evidence from practice
• A means of life-long learning
• A way of going about practice/a way of
thinking about practice

28. Key elements
• Central starting point is always practice
• Begins with an emotional response to a
practice event
• Involves sense-making and action
(double-loop learning)

29. Reflective practice resources
#fslt12
Three digital stories
– Lens of their own autobiography as teachers
and learners
– Lens of students eyes
– Lens of colleagues experiences
Page (wiki) reflective practice OERs
– Lens of educational literature
Reflective practice discussion forum

30. George Roberts
1600-1630
OPEN ACADEMIC PRACTICE

31. Dimensions of openness

32. Openness
• Schedule • Direction
– Start/stop – Tutor-led
– Pace – Peer-led
• Access • Orientation
– Qualifications – Inductive/deduc
• Licence tive
– Re-use – Visual/verbal
• Technology • Dialogue

33. Resource-based learning

34. Resource-based learning (RBL)
• Distance learning - traditional
• Open Courseware
– MITx, Edx
• Dialogic learning
• Distributed collaboration
• Role of the teacher

35. Open Educational Resources
• Broad sense
Open Educational Resources (OER) are teaching and learning
materials that are freely available online for everyone to use,
whether you are an instructor, student or self-learner.
(OER Commons, http://www.oercommons.org/ )
• Strict sense
– Described & Discoverable
• Resource description and metadata
– Disseminated through a formal repository
– Deployed through a learning management system
– Licensed for re-use

36. Open academic practice

37. Open academic practice
• Distributed collaboration
– local and wide-area,
• Social citation
• Synchronous and asynchronous online discussion
around open multimedia content
• Mobile (nomadic) learning,
• Widening access and social/global justice,
• Pedagogy
– Inquiry-led, Research-based, Evidence-informed
– Modelling practice in professional communities

38. • We believe that open academic practice is an
element of best academic practice.
• If we want lecturers and institutions to be
among the world’s leading universities, we
must adopt open academic practices on an
open academic platform.

39. Next week
• 30 May 2012 1500-1700 BST
• Frances Bell
• The role of Openness by Academics in the
Transformation of their Teaching and Learning
Practices
• Pre-reading
– http://vle.openbrookes.net/mod/resource/view.p
hp?id=106

40. 1630-1645
OPEN QUESTIONS

41. Your questions

42. 1645-1700
OTHER ROOMS

43. Other rooms
• Assessment room
– A private room for the group undertaking assessment
• Open room
– MOOC FSLT12 GENERAL USE
Generic Moderator Link
https://sas.elluminate.com/m.jnlp?sid=727&miuid=CF198934C6
053F9443972C87AF80C434
Guest
https://sas.elluminate.com/m.jnlp?sid=727&password=M.EA15
291AE190A475703CADEA34233C
Recordings
https://sas.elluminate.com/mrtbl?suid=M.B747294955A270D73
02FED0C0A6347&sid=727

44. Log out
• Thank you all and good luck with the course
• To log out “Quit Blackboard Collaborate”
• Assessment group please log out and log back in to the
private room
• All others, you are welcome to log in to the public open
room to continue your discussions if you wish.
• See you on line and in this room next week
– Wednesday 30 May 1500 BST
– Frances Bell
• “Role of Openness in Transforming Practice”
• http://vle.openbrookes.net/mod/resource/view.php?id=106