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FOUR SPACES OF THE APOCALYPSE (THE ULTIMATE SPACE RACE) Simon Thomson @digisim

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Part 1 (10 mins) •BACKGROUND: The four dimensions of space (a chance to fold your chatterbox). Part 2 (30 mins) •TASK: Which spaces works best? (building your chatterbox)

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University Teaching-Learning Environments and Their Influences on Student Learning: An Introduction to the ETL Project Noel Entwistle, University of Edinburgh, 2003

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University Teaching-Learning Environments and Their Influences on Student Learning: An Introduction to the ETL Project Noel Entwistle, University of Edinburgh, 2003

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Teaching in Space. The Four Dimensions!

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In Person (On Campus) In Person (Off Campus) Online (Asynchronous) Online (Synchronous) 4D Space

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LET’S GO!

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STEP 1 • Label your four corners. • Include Earth/Moon/ Venus/Mars

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STEP 1 • Label your four corners. • Include Earth/Moon/ Venus/Mars

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STEP 2 • Identify two teaching “spaces” for each mode.

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STEP 2 • Identify two teaching “spaces” for each mode.

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STEP 3 • Write a short ”task” or “activity” that might take place in that space.

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STEP 3 • Write a short ”task” or “activity” that might take place in that space.

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STEP 4 • Test out your chatterbox on unsuspecting colleague / child / pet / partner.

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STEP 5 • Create additional chatterboxes for each module as a plan for how you will use the spaces holistically.

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In Summary Think carefully about the uniqueness of each space, draw upon your experiences of teaching or learning remotely/online (good and bad) and identify some teaching activities that would work well in each of the four dimensions of teaching space. Keep in mind the three underlying questions: 1. What previous on campus activities could now be delivered entirely online? 2. What on campus, in-person, interactions are key to student success? 3. How can technology be used to support or enhance those interactions? Value Each Space Equally

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ABC / Teaching Mode Online (Asynchronous) Online (Synchronous) On Campus (In Person) Off Campus (In Person) Acquisition Pre-recorded videos to replace f2f lectures. Directed reading/info. Online overseas remote guest speaker talk. On campus lecture for visiting speaker (move to online if necessary). In-field short talks or visits to professional partners for talks. Collaboration Paired work and small group planning/activities. Small group discussions or presentations Group feedback session. Work experience, projects at partner organisations. Discussion Teacher led discussion on x topic. (Students generate key Qs). Short online huddles to kick start activities. Deepen understanding - student led discussion based on Qs. In field problem solving and discussion. Investigation Access to core texts with alternative views in field. Discussion board activity to start critique. Online critique sessions - small group seminars. Workshop session expanding on critique and mapping out themes from – form a collective position. “real world” problem solving events. Extent to which theory can be applied in practice Practice Virtual lab tasks – record and submit outputs for feedback. Tutor led virtual lab demos Application of virtual lab activities in real labs. Putting virtual activity into practice within a professional environment. Production Blog/Portfolio development (incl. peer feedback) Digital coach sessions to support multi-media development. Hands on creation of artifacts or products. Case study development and professional proposed projects.

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Boldly go where no person has gone before! Thank You.