Open Education Global (OEGlobal)’s Post

In the lives of many educators that I know, developing a syllabus truly measures creativity and commitment to delivering a comprehensive but engaging class facilitation. We first laid bare on some key challenges concerning structured periodical exams and class activities. Undeniably, structures and institutionalization sometimes limits the academic freedom of educators to translate lessons into practical applications for each period because one, there are structures that are "required" to be met or satisfied. For example, in each period, teachers are required to produce a 100-item written examination (with a typical mutiple choices as the prevailing type) that are purely based on reference materials. Now, if say, midterm period covers only one chapter containing six lessons that can be divided into two separate lectures, how can one translate this into a 100-item examinations without literally including "He is the father of Dr. José Rizal."? Students then, are all after the knowledge they can get without trying to be critical with such questions because how can we expect them to be if the goal is to only encircle the correct answer during exams? Of course, one would argue that "how about class activities?" - Well, we go back to the idea of structures. If the grading system is institutionally structured to make periodical exams half (50%) of their overall grade, where should students be able to exert greater efforts in their performance? I reckon that predominantly, they perform less in attendance or in individual activities because they can always alter their performance to periodical exams. That is why, educators should be given academic liberty to exercise methods and approaches on what works best for them in the course and should not be required to adhere to the structures, in order to measure criticality of the students in class. I'm glad that Ma'am Bhagwani and Sir Asibal shares the same perspectives with me during the dialogue. Happy hearts gihapon! ❤️

📢 Calling All Educators! Share Your Insights and Expertise in Academic Integrity at Australasian Academic Integrity Network Forum 2024 📑 | Submit Your EOI by 5 pm, Friday 12 July 2024! 🌟 #Integrity #AINF2024 Dear Colleagues, The Australasian Academic Integrity Network Forum Organising Committee would like to invite you to submit an Expression of Interest to present a Roundtable Session or a Digital Poster at the 2024 AAIN Forum being held online on Friday 6 September 2024. Roundtables: 40-minute Zoom sessions involving a 15-minute presentation followed by discussion. Each session will have a facilitator to support the presenter and manage questions and discussions. Posters: short videos (max. 5 minutes, with no more than 4 slides) presenting aspects of good practice; there will be a facility for viewers to contribute comments or questions before and during the Forum. Submitting your Expression of Interest •             Please save the completed attached document using the labelling format ‘Surname AAIN2024’ (e.g. ‘Smith AAIN2024’) •             Submit your completed EOI to [email protected] •             Submissions close at 5pm, Friday 12 July 2024. 2024 Forum Themes    Solutions, best practice, and policy implications for:   Theme 1: Curriculum and assessment design to support academic integrity Supporting academic integrity fluency Theme 2: Practical solutions for managing integrity breaches Theme 3: Academic integrity in the age of Gen-AI and contract cheating   Theme 4: Inclusion, equity, and academic integrity support for students Please feel free to contact me or the other hosts on this email ([email protected]) if you have questions.

So great to see this fantastic anthology published--this is a guidebook for all of us on how to recognize OER engagement in the T & P process. It can be done!

Incentivizing faculty involvement in OER initiatives is crucial for sustainable academic environments. Learn how to bridge the gap between #OER work and institutional recognition with @DOERS3 Valuing #OER in the Tenure, Promotion, and Reappointment Process. https://lnkd.in/gtSPRXzC DOERS is thrilled to announce the launch of our latest publication: "Valuing OER in the Tenure, Promotion, and Reappointment Process." This volume builds on DOERS' OER Contributions Matrix delves into the vital intersection of Open Educational Resources (OER) and academic recognition processes. The volume contains 27 case studies from faculty, librarians, and administrators at a broad range of colleges and universities who are working through the tenure, promotion, and reappointment process themselves, supporting others as they do so, or both. In today's academic landscape, incentivizing faculty involvement in OER initiatives is more critical than ever. However, traditional approaches often fall short. That's where "Valuing OER" steps in, offering innovative strategies and real-world case studies to bridge the gap between OER work and institutional recognition. Explore the challenges, successes, and actionable insights within this publication, as it navigates themes such as mapping activities to institutional standards, tracking impact, leveraging the scholarship of teaching and learning, networking for collaboration, and much more. Special shout out to Andrew McKinney for all of the behind the scenes hard work in bringing these case studies to publication. #HigherEd #Faculty

I would strongly recommend this publication to staff exploring critical evaluation and evidence-informed practices for their educational activities. https://lnkd.in/dsiyWuTn. The book explores * the pros & cons of evaluation approaches, * reflection, * evidence & ways of recording and presenting this, the difference between excellence and expertise * ongoing CPD for practice Great range of Case Studies and practical tips. Good source material for #AdvanceHEFellowship PSF23 V3, K3 and possibly PG Certs/ PG Cap courses Especially considering how to evidence impact for promotion and recognition purposes.

 Exciting News from Upton’s Pathways to Excellence Children's Book Clubs! At Upton’s Book Clubs for young readers, I delve deep into the world of literature, looking at the classics as well as contemporary authors to prepare students for the 11+ and other entrance exams. 📖 Preparing for exams like the 11+ or ISEB isn't about memorising facts—it's about building stamina, vocabulary, and comprehension skills. All of this takes considerable time and effort. These are critical tools for success that can be challenging to develop alone. Let's face it: Classics can feel daunting for today's students. They often seem distant, with language and contexts that are worlds apart from modern society. But that's where my book clubs come in! Breaking Down Barriers: I make classic texts more accessible by exploring themes, historical and cultural contexts and linguistic nuances. Understanding the author's perspective and the societal concerns of their time enriches the reading experience.  Why Join My Book Clubs?  📖 Guided Exploration: I  provide structured sessions that help students navigate through dense texts and grasp complex storylines, instead of struggling on their own and giving up.  🌍 Cultural Exploration: Gain insights into different cultures and historical periods through literature.  🤔 Critical Thinking: Analyse and interpret themes, characters and contexts to appreciate the enduring relevance of these classics. 😄 Fun Learning: My reading clubs are not just educational but also enjoyable! Engage in lively discussions, interactive activities to build comprehension and vocabulary and make friends who share a passion for reading. Join me as I empower young minds to appreciate literature in all its richness and complexity. Whether it's Dickens or Dahl, Austen or Alcott, every book opens a gateway to new worlds and ideas. Curious to learn more? Feel free to reach out and ask me about my book clubs today! Let's inspire a love for reading that lasts a lifetime. #ChildrensBookClubs #LiteratureForLife #11PlusPreparation #ReadingIsFun #InternationalStudents #ISEBPreparation #UKEducation #InternationalStudents #ISEBPreparation #UKEducation

New Staff and Educational Development Association (SEDA) online article, 'Am I in Higher Education’s third space? Who’s here with me?': https://lnkd.in/eVg2pGmT With thanks to SEDA for the opportunity to explore a concept I regularly encounter, "but what is it? Am I in the third space? And who else is here?" I'd love to hear your thoughts about this, please comment in response to the article on the SEDA blog.

Here is a new paper I have just published in Educational research if anyone is interested.

🏛️ Overcoming Institutional Support Limitations While universities offer numerous services to support students, these services are often limited in time, capacity, and unfortunately, quality. Despite best intentions, many academic staff are incredibly time-poor, balancing teaching multiple courses, supervising post-graduate students, and conducting research. This leaves little room for providing individualised support to students. For instance, lecturers and tutors may struggle to offer personalised guidance in units with large enrollments, sometimes ranging from 100-300 students. Consequently, lectures, tutorials, and assignment guides can sometimes be vague and unclear, leading to student anxiety and confusion about what is expected. At GradeWise, we offer tailored tutoring and academic coaching to fill these gaps, providing the personalised support you need to excel in your studies. Whether you need help understanding complex concepts or navigating assignments and academic writing, we’ve got you covered. 🎓 #UniversityLife #StudentSupport #GradeWise #AcademicHelp 👋 Our website launch is just around the corner—stay tuned to book personalised support services! Like our page to follow and join our mailing list below to get your FREE ExamWise guide: https://lnkd.in/gVDtw-HD

In May, QAA published a report on the Teaching Excellence Framework (TEF) 2023 which presented a comprehensive qualitative analysis of provider submissions and panel statements, broken down by features of excellence. Now, writing for the Association of Higher Education Professionals (AHEP), QAA's Helena Vine and Rebecca Robinson reflect on how the TEF demonstrates that the student learning experience is more than just an academic’s game. "What the submissions’ qualitative data does reveal is a compelling depiction of the broad range of staff who make the learning experience what it is," they write. "Many submissions spoke of a spectrum of staff roles integral to learning and therefore, why their development is so pivotal to delivering a high-quality experience. Staff directly involved in teaching (referred to as 'educators') were inevitably prominent in these sections, but technicians, librarians, research students, professional services and academic development staff all feature as well." Helena and Rebecca conclude that the TEF shows that the delivery of a high-quality student experience does not rely on only one type of staff role. In that respect, they say, the TEF may "require us to reconsider exactly whom we mean when we say 'educator'." Read the full article on the AHEP website: https://lnkd.in/e3D4tWjf Our full qualitative TEF analysis is available here: https://lnkd.in/d4YvcUEY