Huntingdonshire Regional College: e-Portfolio system motors students to success and improves organisational efficiency

By introducing the OneFile e–portfolio system, the Motor Vehicle department at Huntingdonshire Regional College has revolutionised its teaching and learning delivery, improved organisational efficiency, and helped students achieve qualifications quicker. Bundles of paper have been scrapped, students can now upload video and audio as reflective evidence, and assessors no longer have to go on unnecessary visits to collect papers and signatures. What's more, the department has saved time and money, diversified learning and made an impact on its carbon footprint.

Tameside College: Triptico games and resources used to engage students

Tracey Holt introduced Triptico to her department after attending training from Sue Shercliff, ESOL Lecturer. Triptico is a resource for teachers to use in conjunction with their interactive whiteboards that currently contains around 20 different interactive resources - all of which can be easily edited, adapted and saved for later use. This quickly spread throughout the entire college. It is a fantastic free resource which promotes more interaction in the classroom between the teacher and students.

The Grimsby Institute Group: Making it easy for students to use their own devices to learn

The Grimsby Institute wanted to create an infrastructure that would enable staff and students to use more mobile technology to enhance learning. They have improved the wifi connectivity in college and streamlined the software used to access college areas, as well as encouraging individuals to use their own technology. So far this has had a positive impact on retention and simplified the support that the college needs to provide, as well as saving the organisation money through some strategic changes.

Digital Students are Different posters

Students have a lot to say about their digital environment, if we listen. But behind the headline messages what they want is complex and contradictory. Different learners need different kinds of technology and technical support to succeed. These posters can be used to stimulate discussion between staff and students as a way of developing a shared understanding of the complexity of these issues. The posters have been updated from their originals to reflect the emerging findings from the FE Digital Student study as well as the HE strand.

Proceedings fo the Seventeenth Annual Sea Turtle Symposium, 4-8 March 1997, Orlando, Florida, U.S.A.

The 17th Annual Sea Turtle Symposium was held at the Delta Orlando Resort in Orlando, Florida U.S.A. from March 4-8, 1997. The symposium was hosted by Florida Atlantic University, Mote Marine Laboratory, University of Central Florida, University of Florida, Florida Atlantic University and the Comité Nacional para la Conservación y Protección de las Totugas Marinas. The 17th was the largest symposium to date. A total of 720 participants registered, including sea turtle biologists, students, regulatory personnel, managers, and volunteers representing 38 countries. In addition to the United States, participants represented Australia, Austria, the Bahamas, Bonaire, Bermuda, Brazil, Canada, Colombia, Costa Rica, Croatia, Cuba, Cyprus, Dominican Republic, Ecuador, England, Guatemala, Greece, Honduras, India, Italy, Japan, Madagascar, Malaysia, Mexico, The Netherlands, Nicaragua, Peru, Philippines, Republic of Seychelles, Scotland, Spain, Sri Lanka, Switzerland, Taiwan, Turkey, Uruguay, and Venezuela. In addition to the 79 oral, 2 video, and 120 poster presentations, 3 workshops were offered: Selina Heppell (Duke University Marine Laboratory) provided “Population Modeling,” Mike Walsh and Sam Dover (Sea World-Orlando) conducted “Marine Turtle Veterinary Medicine” and “Conservation on Nesting Beaches” was offered by Blair Witherington and David Arnold (Florida Department of Environmental Protection). On the first evening, P.C.H. Pritchard delivered a thoughtful retrospect on Archie Carr that showed many sides of a complex man who studied and wrote about sea turtles. It was a presentation that none of us will forget. The members considered a number of resolutions at the Thursday business meeting and passed six. Five of these resolutions are presented in the Commentaries and Reviews section of Chelonian Conservation and Biology 2(3):442-444 (1997). The symposium was fortunate to have many fine presentations competing for the Archie Carr Best Student Presentations awards. The best oral presentation award went to Amanda Southwood (University of British Columbia) for “Heart rates and dive behavior of the leatherback sea turtle during the internesting interval.” The two runners-up were Richard Reina (Australian National University) for “Regulation of salt gland activity in Chelonia mydas” and Singo Minamikawa (Kyoto University) for “The influence that artificial specific gravity change gives to diving behavior of loggerhead turtles”. The winner of this year’s best poster competition was Mark Roberts (University of South Florida) for his poster entitled “Global population structure of green sea Turtles (Chelonia mydas) using microsatellite analysis of male mediated gene flow.” The two runners-up were Larisa Avens (University of North Carolina-Chapel Hill) for “Equilibrium responses to rotational displacements by hatchling sea turtles: maintaining a migratory heading in a turbulent ocean” and Annette Broderick (University of Glasgow) for “Female size, not length, is a correlate of reproductive output.” The symposium was very fortunate to receive a matching monetary and subscription gift from Anders J. G. Rhodin of the Chelonian Research Foundation. These enabled us to more adequately reward the fine work of students. The winners of the best paper and best poster awards received $400 plus a subscription to Chelonian Conservation and Biology. Each runner up received $100. The symposium owes a great debt to countless volunteers who helped make the meeting a success. Those volunteers include: Jamie Serino, Alan Bolton, and Karen Bjorndal, along with the UF students provided audio visual help, John Keinath chaired the student awards committee, Mike Salmon chaired the Program Commiteee, Sheryan Epperly and Joanne Braun compiled the Proceedings, Edwin Drane served as treasurer and provided much logistical help, Jane Provancha coordinated volunteers, Thelma Richardson conducted registration, Vicki Wiese coordinated food and beverage services, Jamie Serino and Erik Marin coordinated entertainment, Kenneth Dodd oversaw student travel awards, Traci Guynup, Tina Brown, Jerris Foote, Dan Hamilton, Richie Moretti, and Vicki Wiese served on the time and place committee, Blair Witherington created the trivia quiz, Tom McFarland donated the symposium logo, Deborah Crouse chaired the resolutions committee, Pamela Plotkin chaired the nominations committee, Sally Krebs, Susan Schenk, and Larry Wood conducted the silent auction, and Beverly and Tom McFarland coordinated all 26 vendors. Many individuals from outside the United States were able to attend the 17th Annual Sea Turtle Symposium thanks to the tireless work of Karen Eckert, Marydele Donnelly, and Jack Frazier in soliciting travel assistance for a number of international participants. We are indebted to those donating money to the internationals’ housing fund (Flo Vetter Memorial Fund, Marinelife Center of Juno Beach, Roger Mellgren, and Jane Provancha). We raise much of our money for international travel from the auction; thanks go to auctioneer Bob Shoop, who kept our auction fastpaced and entertaining, and made sure the bidding was high. The Annual Sea Turtle Symposium is unequaled in its emphasis on international participation. Through international participation we all learn a great deal more about the biology of sea turtles and the conservation issues that sea turtles face in distant waters. Additionally, those attending the symposium come away with a tremendous wealth of knowledge, professional contacts, and new friendships. The Annual Sea Turtle Symposium is a meeting in which pretenses are dropped, good science is presented, and friendly, open communication is the rule. The camaraderie that typifies these meetings ultimately translates into understanding and cooperation. These aspects, combined, have gone and will go a long way toward helping to protect marine turtles and toward aiding their recovery on a global scale. (PDF contains 342 pages)

Case study: Using social media to engage students with learning difficulties

Case study on Calderdale College using the social learning network Edmodo to support students with learning difficulties or disabilities to engage with social media.

Case study: DigiDesk a helpdesk run by students for students and staff

Case study on the DigiDesk helpdesk service at Barnet and Southgate College that helps meet FELTAG recommendations for greater participation in digital leadership activities and schemes.

Case study: Engaging students and staff in online activities

Case study about how East Berkshire College is engaging student and staff in online activities to develop digital literacy skills.

Moodle Accessibility for Students with Specific Learning Difficulties

A guide by Birmingham City University to raise staff awareness

Teaching Students to Evaluate E-Reference Sources with Moodle Forums

This presentation will describe the use of online forums in Moodle, a course management system, to teach students to evaluate both print and electronic reference sources. For two semesters I have created an online forum called the Fishing Hole Scouting Report for an in-class exercise. Students are given 2-3 background questions and told to find the answers using both a library-approved reference source and Wikipedia. Students then evaluate the reference source for effectiveness and ease of use, compared to Wikipedia, and post their comments in the forum to share with the class. I will highlight the educational benefits of using Moodle forums for this purpose and discuss best practices for selecting the most effective sources and questions.

Addressing students' difficulties with Faraday's law: A guided problem solving approach

In traditional teaching, the fundamental concepts of electromagnetic induction are usually quickly analyzed, spending most of the time solving problems in a more or less rote manner. However, physics education research has shown that the fundamental concepts of the electromagnetic induction theory are barely understood by students. This article proposes an interactive teaching sequence introducing the topic of electromagnetic induction. The sequence has been designed based on contributions from physics education research. Particular attention is paid to the relationship between experimental findings (macroscopic level) and theoretical interpretation (microscopic level). An example of the activities that have been designed will also be presented, describing the implementation context and the corresponding findings. Since implementing the sequence, a considerable number of students have a more satisfactory grasp of the electromagnetic induction explicative model. However, difficulties are manifested in aspects that require a multilevel explanation, referring to deep structures where the system description is better defined.

New approaches to materials education for students of engineering

A novel approach to the teaching of materials to engineering students is outlined. It starts from the overview of the "world" of materials made possible by material property charts, and develops both an understanding of material properties and skills in selecting materials and processes to meet design specifications. It is supported by extensive computer-based methods and tools, and is well adapted both for elementary and for advanced courses.