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Leap:Learning environments and pedagogy Askham Grange February 2003

Leap:Learning environments and pedagogy Askham Grange February 2003. Kathy Wiles- LTSN Generic Centre kathy.wiles@ltsn.ac.uk. LTSN Generic Centre. Key themes to support learning and teaching in UK higher education e-Learning a major strand of our work

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Leap:Learning environments and pedagogy Askham Grange February 2003

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  1. Leap:Learning environments and pedagogyAskham Grange February 2003 Kathy Wiles- LTSN Generic Centre kathy.wiles@ltsn.ac.uk

  2. LTSN Generic Centre • Key themes to support learning and teaching in UK higher education • e-Learning a major strand of our work • Work with subject centres, change agents and bodies/agencies • LEAP a good example of how we work

  3. Overview of today’s event • Three sessions, led by case study writers/co-ordinators • Designed so that you can get maximum information relevant to you- please ask questions • Pedagogy session will be split into 2 groups to accommodate wealth of material • CPD and collaborating with communities in this room • Hybrid campus based and collaborating with communities in the break out room • Domestic arrangements

  4. Why LEAP? • Promote pedagogy not brand name • Examples of practice (good and bad) for the community • Highlight wealth of information already available • Highlight different uses in different subjects • (Geography, Law, Health Science/Studies, Quality Management)

  5. LEAP • Started with 7 experienced users of VLE software • Kathy Wiles, LTSN Generic Centre • Barbara Watson, University of Durham • Neil Ringan, Huddersfield University • Arthur Loughran, Paisley University • Martin Jenkins, Gloucester University • Francis Deepwell, Coventry University • Roger Hewitt, Manchester University • Susan Armitage, Lancaster University

  6. Format of case studies • Template to enable comparisons • 4 sides A4 • Case study title • Pedagogical theme • Academic subject area • Key words • Key conclusions

  7. Template • Overview • Rationale • Evaluation • Perception of activity by self, colleagues and students • Activity statistics • What have you learned? • What were the expected outcomes? • Course details • Was the activity complementary/supplementary? • Academic staff development • Existing skills, new skills, time • Future development – yes/no and why

  8. What did we find? • Key Conclusions • You will explore some of these today • Answers? • Questions

  9. What next? • Internal – use template for your own project development • More case studies • This is the beginning of LEAP not a summary of its final conclusions

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