{"id":8516,"date":"2024-10-30T11:18:43","date_gmt":"2024-10-30T11:18:43","guid":{"rendered":"https:\/\/wordpress.aber.ac.uk\/e-learning\/?p=8516"},"modified":"2024-10-30T11:18:45","modified_gmt":"2024-10-30T11:18:45","slug":"weekly-resource-roundup-30-10-2024","status":"publish","type":"post","link":"https:\/\/wordpress.aber.ac.uk\/e-learning\/2024\/10\/30\/weekly-resource-roundup-30-10-2024\/","title":{"rendered":"Weekly Resource Roundup &#8211; 30\/10\/2024"},"content":{"rendered":"\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"982\" height=\"282\" src=\"https:\/\/wordpress.aber.ac.uk\/e-learning\/files\/2024\/09\/2024-Oct-roundup-EN.png\" alt=\"\" class=\"wp-image-8335\" \/><\/figure>\n\n\n\n<p>As leader of our&nbsp;<strong><a href=\"https:\/\/www.aber.ac.uk\/en\/lteu\/pgcthe\/\" target=\"_blank\" rel=\"noreferrer noopener\">PGCTHE programme<\/a><\/strong>, I keep an eye out for resources to help staff teach effectively.&nbsp;These include webinars, podcasts, online toolkits, publications and more. Topics include active learning, online\/blended teaching, accessibility\/inclusion, and effective learning design based on cognitive science. Below I\u2019ve listed items that came to my attention in the past week. In the interest of clarity, our policy is to show the titles and descriptions in the language of delivery.&nbsp;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Online events and webinars <\/strong><\/h2>\n\n\n\n<h3 class=\"wp-block-heading\">October<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>31\/10\/2024 <\/strong>LTA Connect: <strong><a href=\"https:\/\/www.uhi.ac.uk\/en\/learning-and-teaching-academy\/events\/lta-connect-compassionate-pedagogies---passfail-grading-as-compassionate-assessment-.html\" target=\"_blank\" rel=\"noreferrer noopener\">Compassionate Pedagogies &#8211; Pass\/fail grading as compassionate assessment<\/a><\/strong><\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">November<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>1\/11\/2024<\/strong> Jisc Artificial Intelligence, <strong><a href=\"https:\/\/www.jisc.ac.uk\/training\/an-introduction-to-generative-ai-in-education\" target=\"_blank\" rel=\"noreferrer noopener\">An introduction to generative AI in education<\/a><\/strong> (online training course)<\/li>\n\n\n\n<li><strong>4\/11\/2024<\/strong> RAISE Student Engagement Reading Group, <strong><a href=\"https:\/\/connect.advance-he.ac.uk\/networks\/events\/158485\" target=\"_blank\" rel=\"noreferrer noopener\">&#8216;Ungrading&#8217; and assessment for learning<\/a><\/strong>, Hasinoff, A. A. <em>et al<\/em> (2024), \u201c<strong><a href=\"https:\/\/doi.org\/10.20343\/teachlearninqu.12.5\" target=\"_blank\" rel=\"noreferrer noopener\">Success was Actually Having Learned:\u201d University Student Perceptions of Ungrading<\/a><\/strong>, <em>Teaching and Learning Inquiry<\/em>,&nbsp;12<\/li>\n\n\n\n<li><strong>6\/11\/2024 <\/strong>UDL UK and Ireland Network, <strong><a href=\"https:\/\/www.eventbrite.co.uk\/e\/udl-for-beginners-tickets-1006641059507\" target=\"_blank\" rel=\"noreferrer noopener\">UDL for Beginners <\/a><\/strong>(Universal Design for Learning)<\/li>\n\n\n\n<li><strong>11\/11\/2024 <\/strong>TILE Seminars, <strong><a href=\"https:\/\/www.tickettailor.com\/events\/tilenetwork\/1382676?\" target=\"_blank\" rel=\"noreferrer noopener\">The British Psychological Society (BPS) Teachers&#8217; Toolkit<\/a><\/strong><\/li>\n\n\n\n<li><strong>11\/11\/2024 <\/strong>CETI University of Westminster #Talking Teaching Webinars, <strong><a href=\"https:\/\/ceti-uow.ticketleap.com\/talk-teaching-developing-an-education-for-sustainable-developme\/dates\/Nov-11-2024_at_0100PM\" target=\"_blank\" rel=\"noreferrer noopener\">How can Education for Sustainable Development (ESD) be embedded in the curricula?<\/a><\/strong><\/li>\n\n\n\n<li><strong>13\/11\/2024 <\/strong>University of Warwick, Cultivate, Evaluating Teaching and Learning in HE Forum, <strong><a href=\"https:\/\/warwick.ac.uk\/fac\/cross_fac\/academic-development\/cultivate\/evaluationforum\/\" target=\"_blank\" rel=\"noreferrer noopener\">Evaluating with students<\/a><\/strong><\/li>\n\n\n\n<li><strong>20-21\/11\/2024<\/strong> University of Staffordshire, <strong><a href=\"https:\/\/www.staffs.ac.uk\/research\/scolpp\/scolpp-international-pedagogic-conference\" target=\"_blank\" rel=\"noreferrer noopener\">International Pedagogic Conference<\/a><\/strong><\/li>\n\n\n\n<li><strong>20\/11\/2024, <\/strong> <strong>TIRIgogy <\/strong>CPD, <strong><a href=\"https:\/\/www.tirigogy.com\/tirigogy-webinars\" target=\"_blank\" rel=\"noreferrer noopener\">Part 1\/2: Introduction to approach and framework of AI-generated assessment rubrics<\/a><\/strong>  <\/li>\n\n\n\n<li><strong>21\/11\/2024<\/strong> <strong><a href=\"https:\/\/forms.office.com\/e\/EQUT1n4cY0\" target=\"_blank\" rel=\"noreferrer noopener\">Compassionate Assessment Event 6<\/a><\/strong> Dr. Juuso Henrik Nieminen, &#8220;Dr Nieminen has particularly focused on understanding the social effects of assessment on students\u2019 inclusion, belonging and identities.&#8221;<\/li>\n\n\n\n<li><strong>20\/11\/2024, <\/strong>TIRIgogy CPD, <a href=\"https:\/\/www.tirigogy.com\/tirigogy-webinars\" target=\"_blank\" rel=\"noreferrer noopener\"><b>Part 2\/2: <\/b><\/a><strong><a href=\"https:\/\/www.tirigogy.com\/tirigogy-webinars\" target=\"_blank\" rel=\"noreferrer noopener\">Focused workshop for personalised support in developing assessment rubrics using the Rubric Revolution framework<\/a><\/strong>  <\/li>\n\n\n\n<li><strong>28\/11\/2024 <\/strong>QAA, <strong><a href=\"https:\/\/events.qaa.ac.uk\/event\/f7bec16c-e9a3-4dcf-bd4d-ff462e615d54\/summary\" target=\"_blank\" rel=\"noreferrer noopener\">How collaborative partners can enhance student engagement and programme delivery &#8211; Knowledge Exchange Forum<\/a><\/strong> <\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">December<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>10\/12\/2024<\/strong> TILE Network Seminars, <strong><a href=\"https:\/\/tile.psy.gla.ac.uk\/tile-schedule\/\" target=\"_blank\" rel=\"noreferrer noopener\">Ecopedagogy \u2013 Authentic Learning, Teaching, Assessment, and&nbsp;Wellbeing<\/a><\/strong><\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Resources and publications <\/strong><\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Carless, D. (28\/10\/2024), <strong><a href=\"https:\/\/scape.edu.hku.hk\/longitudinal-development-of-student-feedback-literacy\/\" target=\"_blank\" rel=\"noreferrer noopener\">Longitudinal Development of Student Feedback Literacy<\/a><\/strong> (2-minute preview of 7-minute video), <em>SCAPE Social Contexts and Policies in Education<\/em>; Carless, D., &amp; Young, S. (2\/8\/2024), <strong><a href=\"https:\/\/doi.org\/10.1080\/03075079.2024.2389436\" target=\"_blank\" rel=\"noreferrer noopener\">Towards an idealized model of feedback uptake: longitudinal development of feedback literacy from a social constructivist perspective<\/a><\/strong>,\u00a0<em>Studies in Higher Education<\/em>, 1\u201313.<\/li>\n\n\n\n<li>Davalos, J. &amp; Yin, L. (18\/10\/2024), <strong><a href=\"https:\/\/www.bloomberg.com\/news\/features\/2024-10-18\/do-ai-detectors-work-students-face-false-cheating-accusations\" target=\"_blank\" rel=\"noreferrer noopener\">AI Detectors Falsely Accuse Students of Cheating\u2014With Big Consequences<\/a><\/strong>, <em>Bloomberg UK<\/em><\/li>\n\n\n\n<li>Deeprose, M. (2\/10\/2024), <strong><a href=\"https:\/\/matthewdeeprose.github.io\/genAI_a11y_efficiency.html\" target=\"_blank\" rel=\"noreferrer noopener\">Using generative AI to improve digital accessibility efficiency, featuring Copilot, Whisper, and Claude<\/a><\/strong> (30-minute video with supporting material), <em>DigiEduWebinar series<\/em><\/li>\n\n\n\n<li>Garcia Vallejo, M. C. (29\/10\/2024), <strong><a href=\"https:\/\/maricruzgarciavallejo.substack.com\/p\/el-modelo-pair-aplicado-a-la-evaluacion\" target=\"_blank\" rel=\"noreferrer noopener\">El modelo PAIR aplicado a la evaluaci\u00f3n universitaria<\/a><\/strong> \/ <strong><a href=\"https:\/\/maricruzgarciavallejo.substack.com\/p\/the-pair-framework-applied-to-assessment\" target=\"_blank\" rel=\"noreferrer noopener\">The PAIR framework applied to assessment in HE<\/a><\/strong>,  <em>Verum, sine mendacio, certum et verissimum<\/em>: Mari Cruz Garcia\u00b4s website on digital pedagogies, learning design, GenAI and many more&#8230;<\/li>\n\n\n\n<li>Hosseini, D. (26\/9\/2024), <strong><a href=\"https:\/\/www.dustinhosseini.com\/blog\/experimenting-with-generative-ai-redesigning-courses-and-rubrics\" target=\"_blank\" rel=\"noreferrer noopener\">Experimenting with generative AI: (re)designing courses and rubrics<\/a><\/strong>, <em>Dustin Hosseini<\/em><\/li>\n\n\n\n<li><em><strong><a href=\"https:\/\/mulpress.mcmaster.ca\/ijsap\/issue\/view\/506\" target=\"_blank\" rel=\"noreferrer noopener\">International Journal for Students as Partners<\/a><\/strong><\/em> (15\/10\/2024), (8) 2 <\/li>\n\n\n\n<li>Jisc (n.d.), <strong><a href=\"https:\/\/exploreai.jisc.ac.uk\/\" target=\"_blank\" rel=\"noreferrer noopener\">Welcome to Explore AI &#8211; A Collection of AI Demos, Use Cases and Resources to Discover and Explore<\/a><\/strong> (toolkit), <em>Jisc Explore AI<\/em><\/li>\n\n\n\n<li>Jisc (n.d.), <strong><a href=\"https:\/\/exploreai.jisc.ac.uk\/resource-hub\" target=\"_blank\" rel=\"noreferrer noopener\">Generative AI in Practice &#8211; Examples of generative AI use in colleges and universities<\/a><\/strong> (case study collection), <em>Jisc Explore AI<\/em><\/li>\n\n\n\n<li><em><strong><a href=\"https:\/\/www.berghahnjournals.com\/view\/journals\/latiss\/17\/2\/latiss.17.issue-2.xml\" target=\"_blank\" rel=\"noreferrer noopener\">Learning and Teaching: The International Journal of Higher Education in the Social Sciences<\/a><\/strong><\/em> (LATISS) (6\/2024), (17) 2  <\/li>\n\n\n\n<li>Metz, C., Isaac, M. &amp; Griffith, E. (21\/10\/2024), <strong><a href=\"https:\/\/www.nytimes.com\/2024\/10\/17\/technology\/microsoft-openai-partnership-deal.html?unlocked_article_code=1.V04.FhpL.mh7moBTWTW_4&amp;smid=url-share\" target=\"_blank\" rel=\"noreferrer noopener\">Microsoft and OpenAI\u2019s Close Partnership Shows Signs of Fraying<\/a><\/strong>, <em>New York Times<\/em><\/li>\n\n\n\n<li>Saunders, R. (23\/10\/2024), <strong><a href=\"https:\/\/open.spotify.com\/episode\/3X4bmHqbEmwHG7jlbdNf2S\">S5E8 Erik Brogt on Classroom Delivery and Interaction<\/a><\/strong> (42-minute audio recording), <em>L&amp;T Chat Show podcast series<\/em><\/li>\n\n\n\n<li>Shepperd, P. (16\/10\/2024), <strong><a href=\"https:\/\/nationalcentreforai.jiscinvolve.org\/wp\/2024\/10\/16\/navigating-the-terms-and-conditions-of-generative-ai\/\" target=\"_blank\" rel=\"noreferrer noopener\">Navigating the terms and conditions of generative AI<\/a><\/strong>, <em>Jisc Involve Blog<\/em><\/li>\n\n\n\n<li>UK Council for Graduate Education (2024), <strong><a href=\"https:\/\/ukcge.ac.uk\/resources\/resource-library\/ukrss2024\" target=\"_blank\" rel=\"noreferrer noopener\">UK Research Supervision Survey 2024<\/a><\/strong> (2-minute video plus full report)<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Other<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Call for proposals (open dates)<\/strong> <strong><a href=\"https:\/\/empoweredwebinars.com\/Podcasts\/\" target=\"_blank\" rel=\"noreferrer noopener\">Unfiltered by EmpowerED<\/a><\/strong>: A Podcast Series&nbsp;where educators share unedited stories of inspiration and challenge<\/li>\n\n\n\n<li><strong>Call for proposals (open dates)<\/strong> <strong><a href=\"https:\/\/docs.google.com\/forms\/d\/e\/1FAIpQLSfy20iipVEjs3LQxX0wYKs8tO-d3KKGB8zFDRgJEfxQ8zaN4Q\/viewform\" target=\"_blank\" rel=\"noreferrer noopener\">Future Teacher Webinars<\/a><\/strong><\/li>\n\n\n\n<li><strong>Monthly series <\/strong>European Network for Academic Integrity, <strong><a href=\"https:\/\/www.academicintegrity.eu\/wp\/enai-monthly-webinars\/\" target=\"_blank\" rel=\"noreferrer noopener\">ENAI monthly webinars<\/a> <\/strong>free open webinars on various topics related to academic integrity.<\/li>\n\n\n\n<li><strong>Subscribe <\/strong>to <strong><a rel=\"noreferrer noopener\" href=\"https:\/\/www.seda.ac.uk\/membership\/sedas-electronic-mailing-list\/\" target=\"_blank\">SEDA\u2019s mailing list<\/a><\/strong> for email discussions about educational development and emerging teaching practices. This is one of the sources I use when identifying useful material for the Roundup.<\/li>\n\n\n\n<li><strong>Join <\/strong>the <strong><a href=\"https:\/\/twitter.com\/LTHEchat\" target=\"_blank\" rel=\"noreferrer noopener\">#LTHEchat on Twitter<\/a><\/strong> Wednesday nights for one hour of lively discussion about learning and teaching in HE. I often find out about good resources for the Roundup from the chat.<\/li>\n<\/ul>\n\n\n\n<p>Please see the <a href=\"https:\/\/stafftraining.aber.ac.uk\/sd\/list_courses.php\"><strong>Staff Training booking page<\/strong><\/a> for training offered by the LTEU and other Aberystwyth University staff. I hope you find this weekly resource roundup useful. If you have questions or suggestions, please contact our team at <a href=\"mailto:lteu@aber.ac.uk\"><strong>lteu@aber.ac.uk<\/strong><\/a>. You may also wish to follow my Twitter feed, <a href=\"https:\/\/twitter.com\/MaryJacobTEL1\"><strong>Mary Jacob L&amp;T<\/strong><\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>As leader of our&nbsp;PGCTHE programme, I keep an eye out for resources to help staff teach effectively.&nbsp;These include webinars, podcasts, online toolkits, publications and more. Topics include active learning, online\/blended teaching, accessibility\/inclusion, and effective learning design based on cognitive science. Below I\u2019ve listed items that came to my attention in the past week. In the [&hellip;]<\/p>\n","protected":false},"author":9922,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[150],"tags":[],"class_list":["post-8516","post","type-post","status-publish","format-standard","hentry","category-weekly-resource-roundup"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p9XLJV-2dm","_links":{"self":[{"href":"https:\/\/wordpress.aber.ac.uk\/e-learning\/wp-json\/wp\/v2\/posts\/8516","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/wordpress.aber.ac.uk\/e-learning\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/wordpress.aber.ac.uk\/e-learning\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/wordpress.aber.ac.uk\/e-learning\/wp-json\/wp\/v2\/users\/9922"}],"replies":[{"embeddable":true,"href":"https:\/\/wordpress.aber.ac.uk\/e-learning\/wp-json\/wp\/v2\/comments?post=8516"}],"version-history":[{"count":17,"href":"https:\/\/wordpress.aber.ac.uk\/e-learning\/wp-json\/wp\/v2\/posts\/8516\/revisions"}],"predecessor-version":[{"id":8533,"href":"https:\/\/wordpress.aber.ac.uk\/e-learning\/wp-json\/wp\/v2\/posts\/8516\/revisions\/8533"}],"wp:attachment":[{"href":"https:\/\/wordpress.aber.ac.uk\/e-learning\/wp-json\/wp\/v2\/media?parent=8516"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/wordpress.aber.ac.uk\/e-learning\/wp-json\/wp\/v2\/categories?post=8516"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/wordpress.aber.ac.uk\/e-learning\/wp-json\/wp\/v2\/tags?post=8516"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}