Digital Education Practices: What works?

What is social annotation? How is social annotation relevant to educators, students and researchers?

In this episode, Jess Wilkinson, a faculty developer at a local college in Ontario, talks about how and why she uses social annotation within her practice as a means of fostering critical engagement, thinking and analysis through critical, social interaction with texts.

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Hi everyone, this just a very brief catch up to update you on where I've been. I hope to release a couple if not few more episodes after this one. I'd be keen to hear from yourselves about how and whether you have found this podcast useful. Thank you!

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Andrew Smerdon reflects on how he has tweaked the lecture experience for students by making a small yet significant change: Andrew moved from a 'traditional' approach of using pre-written PowerPoint slides in lectures to annotating slides in-the-moment during the lectures. The result is that students are more focused during the lectures as they follow along, think and reflect on the concepts and topics for the day.

Andrew works as a Teaching Fellow with the the Department of Accounting & Finance at the Lancaster University Management School.

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In this episode, Josh and Sam reflect on how moving digital will better prepare students for life in the workplace which they feel is becoming more digital. The two study economics and mathematics, and economics respectively.

We touch upon a few themes in this episode:

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In this episode, Colette talks about how she integrated developing students' 5Cs (critical thinking, communication, creativity, collaboration and connectedness) by using problem-based learning and small groups.

Colette Mazzola-Randles is Senior Tutor Learning Teaching and Assessment in Computing at Blackpool and The Fylde College.

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In this collaborative, reblogged episode, Sean Michael Morris, Sara Camacho Felix, Lee-Ann Sequeira and I further explored the role of critical digital pedagogies in the shift to online learning and assessment to continue the conversation arising from the workshop 'More than a pivot: Thinking critically through our pedagogy' held in early June 2020.

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In this episode, Steven Young and Sandra Nolte from the Department of Accounting & Finance at the Lancaster University Management School talk about the how they considered potential problems that moving dissertation teaching online might pose. The result: they changed teaching sessions for the dissertation to ensure equity and a smooth experience as possible for students given the sudden issues caused by Covid19.

Underlying their successes is a discussion of the importance of clear communication, keeping all staff abreast of potential problems and solutions and the need to form close working relationships with educational technologists. Through working together within these close relationships, program and course/module-specific solutions can be created which highlights the need to work less in silos and more collaboratively.

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In this episode, colleagues Cathy Salzedo and Stacey Noble talk about their reflections on suddenly teaching and supporting students from home and how this shift has changed their teaching and working for the future. Cathy, a Teaching Fellow, and Stacey, a Teaching Fellow, both work in the Department of Accounting & Finance at the Lancaster University Management School.

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In this episode, Bela Chatterjee, Senior Lecturer in Law at the Lancaster University Law School, talks about the pleasures and pains of being an educator as a digital innovator. Bela notes that while innovation has a short half-life, this is what can keep our learning and teaching interesting.

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In this episode, Sally Keith, an ecologist from the Lancaster Environment Centre, talks about how she transformed her delivery of teaching from a traditional, lecture-based approach by flipping her teaching through creating and using digital chalk talks.

Sally also talks about the theories that informed her new approach to teaching. The result: more engaged learning and teaching.

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