Today’s writing exercise is looking into routines. There is all this advice out there on how routines help with productivity, and creativity, and the general development of expertise. Now my approach to routine looks something like:
So part of my reason for participating in #DigiWriMo is that the daily task forces some kind of routine. Maybe, it will have a knock-on effect? How are you dealing with routine? Do you find them useful? Did you throw them out the window? What strategies work for you?
Today I am trying visual text … because that’s an easy medium for me … a medium I engage with daily. https://goo.gl/photos/QqnR41FZyE7Fhaos5 The description of each photo is under Info.
The photos are almost all work related. Making me think about the environment within which we act on a daily basis. What it is in our environment that informs our thinking, perceptions, emotions, and engages us. There are some photos from social media sites, because this, too, is part of my work environment.
is my alternative CV … hm … So I think this should be something that’s like me?
“Despite Autumn” (13/09/2015)
I wrote my first stories when I did not yet know how to spell properly. So I substituted the difficult words with drawings in the middle of sentences. Poems, diaries, two novels (that patiently wait for my sporadic attention), blogs (https://creativeacademiauk.wordpress.com & http://friedaaltmann.wordpress.com) and random short stories are part of understanding life. They are friends and foes alike: friends if I can use them to make sense out of the mess in my head, and foes if they are a mirror I do not want to look into.
As I grew older and learned English in school. I fell in love with the language. English lends itself to story telling, maybe because it is not as precise a language as German? Maybe it is because even with the most basic knowledge I was already able to tell stories. Yet, writing in English came with an unexpected benefit. I could hide behind it.
English is not my mother tongue so anything I write is slightly dissociated from my Self. It is like putting make-up on in the morning to hide behind a thin mask of perfection. English is a thin mask of not quite what I would say, how I would say it in German or who I am, and yet still me. The features are still clear but you cannot see the scars, the spots, and the shiny nose. So writing in English will show me but not quite. Writing in English unexpectedly created a safe space; a room to express, experiment, argue, be cynical, funny, and sometimes go outright bonkers. English is a space where repercussions hold the superposition between reality and fiction—never entirely true either way.
There is also always the urge to understand. How do we learn? How do we make sense of the world? How do we gain agency, Weltaneignung, grow, keep on going, learn, and learn again?
Teaching research methods, and encountering that students across different institutions, disciplines and levels of study had the same issues with the topic, led to the creation of a YouTube video on ‘Writing a Methodology Chapter’. The video subsequently has more than 85,000 views (to date) and is the highest ranking video under this topic. This case study explores how, a video created without prior experience or any available budget, could obtain such a high impact. YouTube analytics, in triangulation with additional data such as comments, and online resources that share the video, can offer insights into viewer behaviour, and the learning ecology this content element was embedded into. Issues with YouTube analytics are highlighted as well as suggestions for future analysis and developments.
My talk about supporting international PGT students through Informal learning spaces won the price for best presentation at the 8th Learning and Teaching Conference at the University of Glasgow.
Presenter: Nathalie Sheridan, Student Learning Service
Literature (Briggs et al, 2012) suggests that students experience cultural displacement when entering university. This cultural displacement is intensified if the students are international. English proficiency is strongly linked to academic success of international students according to Young et al. (2012); next to cultural empathy, open-mindedness and social initiative are. Others, however (Rienties et al., 2011) have found that the key for this success is academic integration. The majority of authors seem to agree that the transition of international students is strongly linked to learning a new culture, and developing cultural competency and capital (cf. Briggs et al., 2012; Christie et al., 2007; Young et al., 2012) for a successful student experience.
During the last two years, working in student learning development, I have focussed on student transition into university. This presentation highlights some key transitional issues of international PGT students. I will draw from a small research project as Academic Development Tutor in Glasgow Caledonian University, and course evaluation from my role as Effective Learning Adviser in The University of Glasgow.
This session outlines how utilizing local museums, such as The Hunterian, and Kelvingrove, helped to support the development of cultural competences and language proficiency of international PGT students from Health and Life Sciences as well as from Engineering. Exploring learning and teaching strategies based on culture and museums education, such as teaching on objects, and exploring spaces.
Briggs, A. R., Clark, J., & Hall, I. (2012). Building bridges: understanding student transition to university. Quality in Higher Education.
Christie, H., Tett, L., Cree, V. E., Hounsell, J., & McCune, V. (2007). ‘A real rollercoaster of confidence and emotions’: learning to be a university student. Edinburgh.
Rienties, B., Beausaert, S., Grohnert, T., Niemantsverdriet, S., Kommers, P. (2011) ‘Understanding academic performance of international students: the role of ethnicity, academic and social integration.’ Higher Education. Vol.63. pp.: 685-700.
Young, T.J., Sercombe, P.G., Sachdev, I., Naeb, R., Schartner, A. (2012) ‘Success factors for international postgraduate students’ adjustment: exploring the roles of intercultural competence, language proficiency, social contact and social support.’ European Journal of Higher Education, 3:2, pp.: 151-171.