Christina Copperthwaite
I'm a lifelong learner and currently work in the University of Leeds to design more MOOCs with FutureLearn. Find me on: https://www.linkedin.com/in/christina-copperthwaite-7009a3146/
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Not to mention the connections we make in our brains between what information we learn and what we experience(d).
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Christina Copperthwaite made a comment
Those credentials remind me of something I saw recently about Digital Badges: https://openbadges.org/ -- where you can complete tasks and assessments in a very specific skill to evidence your abilities. You can also complete a set of badges within a certain area (e.g. completing a presentation digital badge as part of an overall communication badge). Some...
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Christina Copperthwaite made a comment
Machines can process vast amounts of information in fractions of the time it would take a human, but no machine can process human emotion (and subsequent behaviour) in the way that another human can. We learn a lot about the world around us, in particular about other humans, because our interpretation and perspective of events is different. We must continue to...
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Christina Copperthwaite made a comment
I don't actually use Twitter at all so I couldn't vote :( but I'm not surprised by the top two results.
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I know what you mean. There needs to be a certain boundary between personal and professional when it comes to communication with students outside the institution.
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Christina Copperthwaite made a comment
I am closer to 'resident' than 'visitor' as I use digital tools for a lot of my work and keeping up-to-date, but I've moved in recent years further away from 'personal' to 'institutional'. This is because I've closed my Facebook account and started to socialise less online due to the unintended negative consequences that have started to emerge from it.
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...and similarly that he thinks adolescents want and need to spend time with family - something a lot of families worry is not the case.
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Christina Copperthwaite made a comment
I used to try and incorporate tasks that deliberately brought out the learners' misconceptions or challenged their assumptions - in a positive and constructive way of course. For example, I would give them a riddle which brought about their assumption that doctors were male ("A man and his son are driving in a car one day, when they get into a fatal accident....
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Alternative tool that has other teaching uses: https://padlet.com/ You can create collaborative pinboards to collect ideas/opinions/information but you can also use it to create flow diagrams and mind maps.
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Sounds like you develop good relationships with your learners for you to be able to have that conversation. I used to teach Health and Social Care (among other subjects) as well and it was always surprising to uncover their misconceptions about the world, as well as the differences in what they would do in certain situations. I learnt that being open and frank...
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I like your ideas about exploring what's happening elsewhere in the world. It's really important to help them learn empathy and tolerance so getting them to see both sides of an argument, engaging in safe debate and giving them a 'bigger picture' to what they're learning may help.
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I agree with you about getting their opinion but it sounds like you might need to think carefully about how you execute the activity - if they have a heightened sense of self-consciousness at a time when they are still learning resilience, then ensuring they feel they can share their views safely is going to be very important. You don't want it to turn into a...
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Without a specific context it's a little tricky, but I suppose I would use Storify as a means for learners to bring together ideas in preparation for a task - such as researching a specific type of volcano for a presentation. Facebook could be used for a group of learners to create a biography of a famous writer in history. There are lots of examples where...
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...equally, it's about how they are used as much as what they can do.
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I'd agree. There were just a handful of quotes from one article and no evidence to support the claims in the other. They both also focused a lot on the 'experience' of these tools but were missing out on the 'outcomes' or 'impact' they had on their learning.
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Christina Copperthwaite made a comment
I've seen many videos that have been captioned but I have spotted that some issues. The captions themselves are sometimes not legible - usually because the text colour is too similar to the background on screen at the time. To get around that, some use a box around the text to control the contrast, but sometimes these boxes are inconveniently placed and cover...
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I agree with your last comment - that level of individuality is not practical or necessary in most cases. You also don't want to assume that this is what the learner wants. The best option in Leona's case might be instead to encourage learners to share a piece of artwork from a particular country or culture of their choice.
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Christina Copperthwaite made a comment
We assume there will always be a learner who is deaf/blind/has a learning disability on our courses so we've got routines in place when creating content to ensure that it is all accessible. For example, all images have ALT text and all videos have subtitles and a transcript. The risk is that without providing fair and equal access to learning, you are...
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I agree. We use the ABC framework in conjunction with others when designing our courses, such as the ADDIE model: http://www.instructionaldesign.org/models/addie/
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Yes - getting the balanced between those with no previous knowledge, and those just wanting a refresher is difficult. In this case, if the course looked at both western and contemporary art, we would assume the level or 'pitch' of the course would not change between those topics so Miray would struggle to keep up with some sections of the course.
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I see what you mean. Perhaps the criteria would be based on the objectives of the course - who is the course aimed at? What does the course aim (or promise) to achieve? Who else might be interested in the course and why? Who amongst those might have specific needs that should be accounted for?
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A good point - in particular for adult learners (looking at andragogy), being able to interact and learn from others is a vital part of learning.
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I see your point and I would agree that online learning doesn't suit everyone.
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I definitely agree, though I would also add that online education provides an opportunity for those at specific points in their lives when they need something that traditional education cannot. Whether that is flexibility to fit learning around working or family time, accessibility to courses that would otherwise require impractical travelling or relocation,...
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Hi Mozz, thank you for flagging this issue with us. We're working to update this crib sheet ASAP. Thankfully, the new version of Google Drive allows you to open a Word file as a Google Doc - simply select 'Open in Google Doc' when you open the Word file. I hope this helps.
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Hi Yang, we use the definition that a digital tool is a piece of software or online-tool (paid for or free). It may be used in different ways or for different parts of the teaching and learning journey. Your website is a great example of a digital tool, though perhaps you could get your students to check their own work by telling them to use the...
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A great point Tom and Matthew. We discuss some of these issues in our course: Blended Learning Essentials: Developing Digital Skills which you can sign up for here: https://www.futurelearn.com/courses/blended-learning-digital-skills/3
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There are lots of options to explore. Here at the University of Leeds, we use BlackBoard Collaborate https://uk.blackboard.com/online-collaborative-learning/blackboard-collaborate.html, which can be run as a live session and recorded for playback to those who can't be present at the time. It works like Skype in that it has video and audio function but also a...
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It sounds like she's been going through a rough time. Every child struggles to cope with the separation of parents - under good or bad terms. Have you spoken to her about her feelings?
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Agreed :)
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Christina Copperthwaite made a comment
Getting teenagers to help cook would work if they aren't left to do it by themselves. Rope them in with a simple 'chop this for me' then progress to telling them they're a better cook than you...etc I also think one easier way to introduce more veg in particular is to just add it to your recipe. An extra pepper in your bolognaise or some mushrooms in your stew...
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Making it fun or a positive experience will help though. You could even start with a little bribery if needs be just to get them used to it.
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Christina Copperthwaite made a comment
Personally, I eat more biscuits and eat faster when I'm feeling of edge, but when I'm extremely stressed or unhappy then my appetite disappears. Unfortunately I use cups of tea (milk and sugar) to take a break from my work too!
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Christina Copperthwaite made a comment
The person I'm thinking of used to be constantly asking for snacks and telling us she was hungry but more recently she has been vocalising her attempts to burn off lots of calories in the gym. I can't be sure but k think she's eating less. I feel as though it's her way of taking control of her life. I know of someone else who ate lots and lots because it was a...
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Christina Copperthwaite made a comment
Asking people how they are, saying good morning to people, going out to see friends even if you 'cant be bothered', being honest about how you feel when people ask how you are, getting involved with exercise, eating a balanced diet, spending time outdoors, not having phones/tablets on or around all the time...there are plenty of good behaviours!
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I can see what you mean but I dont know if the reference to fighting a monster will help teenagers. It sounds like they'd need a lot of energy just to start (which they might struggle to so mentally) and that it would be a battle against themselves instead of being more compassionate towards themselves. Can you see what I mean?
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Christina Copperthwaite made a comment
Knowing you're experiencing that cycle is the first step to learning how to break it. It can be hard at first to break the bad habits and get back to doing normal things. It feels like it take so much effort mentally and physically, but then it becomes easier and you start looking forward to doing them again.
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Christina Copperthwaite made a comment
I found it all interesting but I guess part of the problem must be in the lack of engagement. If the teenager doesn't want to talk then I worry there isn't anything meaningful you can do for them.
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Christina Copperthwaite made a comment
When I was a teacher, I didn't have the time I needed to feel able to help my students with these issues. I knew there were students struggling but there was so much pressure on me to just get to a lesson and get the grades that I never had the time to open up these conversations. I wish I had made the time and discussed my workload with someone instead.
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Christina Copperthwaite replied to Gemma Roe
It's a fascinating subject and I recommend you keep at it :-)
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Christina Copperthwaite made a comment
I'm a former secondary school teacher and sister in law to a troubled teenager. I find myself worrying about when I become a mother to teenagers after what I've seen and experienced. I'm hoping this course will help me understand mental health issues specifically to learn the best support strategies and approaches I can take with them.
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Hi Jin, thank you for bringing the issue with the video to our attention - we're now looking into this. For now, you could try opening the web pages within Internet Explorer, or an alternative browser to Google Chrome. I hope this helps.
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Hi Rissa, I can see your file in the folder but you're right, it won't open easily and it's blank when it eventually opens. It might have something to do with the permissions on your file (like an encryption) or a connectivity issue when you uploaded the file. I recommend that you inspect the permissions on your document and upload the file from a different...
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The difference between breathing and respiration - breathing gets oxygen, respiration uses oxygen.
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Christina Copperthwaite made a comment
When I used to teach it was really hard to stop students thinking that breathing and respiration were the same thing.
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Christina Copperthwaite made a comment
I once heard of a guy who got to his 20s thinking that worms fell out of the sky because they only appeared on the ground when it had rained!
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Christina Copperthwaite replied to bethune smith
Yes we had a similar one about apple pips!
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Christina Copperthwaite made a comment
I loved using bill nye videos when I used to be a teacher!
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Electrical circuits work like a train track - the wires are the track, thr electrons that flow around are the trains, and they carry energy which is the cargo. Any components that use electricity are like substations that take cargo off. Any resistance in the circuit is like a rough sections of track that slow the electrons...
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Hi Jan, the design should already be uploaded to Learning Designer by clicking the 'design' link within the step text - or click here: http://learningdesigner.org/viewer.php?uri=/personal/winnie/designs/fid/53326cd6b22b98d153eca1b5654b23e8949bfc46ed13860b83f5981cac6d2a10
I hope this helps. -
Hi Rissa, I'm sorry to hear you're having trouble uploading your document - can you explain what the problem is in more detail?
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Hi Maria, if you click on the 3 dot icon in the top right of the padlet, you should find a menu with an option to 'Export' the responses into various formats. However, you can only see the time stamps for each post if you export it as an Excel spreadsheet. I hope this helps.
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Hi Antoinette, we're sorry to hear you've had some issues with accessing the folder. If you've clicked the link within this step, it should automatically open the folder. Assuming you're logged into Google when you do this, when you open up your own Google Drive from then onwards, it should appear under a folder called 'Blended Learning Essentials'. If you're...
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Christina Copperthwaite made a comment
I know I can't afford to self-fund, I would need to take on a studentship or GTA/GRA position to cope with it financially. The only question I have is - assuming I've already made contact with a supervisor -
do I apply for the PhD first or the funding first? -
Christina Copperthwaite made a comment
I worry that my research might not be unique enough to qualify by the time I finish it, or that it would be too large to cope with at PhD level! In the sciences I know that there are more options to applying for predetermined PhD studies so I imagine those applications must be more oriented around being suitable for that project.
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Christina Copperthwaite made a comment
I've spent 4 years training and then teaching in secondary school after I completed my Masters, and now I've decided on embarking on a PhD. I feel I'm suited to that level of study and academic work/teaching. In some weird way I miss the library! In 5 or 10 years I would like to be a university lecturer in my field, heading up action research projects that can...
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Christina Copperthwaite replied to Taj Shamim
Yes especially if you want it to take you somewhere. Alternatively, making connections whilst doing your PhD I have heard can be very useful in the post-research pathway.
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Christina Copperthwaite replied to Tra Nguyen
I'm very similar - Just left teaching in secondary education to pursue university level teaching within my field.
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Christina Copperthwaite made a comment
1. The feedback is very short and sharp, not very well explained at points. It almost looks like personal notes that were made in advance of writing feedback.
2. The focus is on the written English rather than the content.
3. I would feel pretty demotivated.
4. I can't imagine they would have learnt much from this feedback, just that they need to be careful... -
1. ask the student to come and have a chat about it later, in private? It may be possible to ask other students to answer their questions for them if appropriate (to turn it into a learning experience).
2. remind them that you had said it was essential to bring the work today so they can make the most of the session and that this can't be repeated.
3. at an... -
Christina Copperthwaite made a comment
In my previous experience as a secondary school teacher, it was always misbehaviour and refusal to do any work. With older students if misbehaviour or lack of engagement was starting to disrupt the learning process, I could have a quiet chat with them one-to-one about the value in participating, considering they chose to be on the course!
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Christina Copperthwaite made a comment
Giving students time and a general sense of positivity/optimism can help encourage them. Don't pre-empt difficult bits by saying 'this will be difficult' as some will zone out straight away. Not leaving feedback as a piece of text handed to them after a task has been completed - instead engaging in a conversation to discuss what they have learnt and what they...
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1. Know what I want them to get out of the session so I can stay focused and guide conversations
2. Understand as much around the topic as I can so I can answer tough questions if needs be
3. Brainstorm ideas for the questions I could ask them or activities I could do/suggest
4. Plan what alternatives I could do if something goes wrong with my resources
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...or they just learn/memorise what they 'must' to pass the course.
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I must agree but I think that's more because it's usually done badly. There are a small number of very good lecturers who can talk for an hour and have the entire audience entranced in their topic but still learning throughout.
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Active learning for me has to have students engaging actively with the content being taught. This might mean they do something with it (e.g. turn these facts into a story) or discussing and dissecting it (e.g. create a list of statements about it to debate with). In each case, the students should be enabled (but not told) to: figure out the meaning, reasons...
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Yes it's a difficult decision. If the assessment is in the same format every time then students might repeat their responses when asked to complete it over and over. If you ask for feedback irregularly or only at the end then the most recent experience might be the only one informing their feedback responses.
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The only thing I can think of is if they're teaching anatomy, but even that doesn't have to be gender directed!
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Christina Copperthwaite made a comment
I used to use facebook messenger (a replacement for MSN messenger) to contact my friends all the time but I actually use my traditional texts and face-to-face conversations more now. Perhaps I'm the only one...
I previously used to get ideas for something creative using magazines or specific google searches, but now I use Pinterest more.
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I find that interesting - surely saying how you feel is more of an emotional release than a hashtag? In real life, a hashtag or emoji can't replace your facial expressions or what you say to other people. Do you think that people will find it harder to express their emotions if this trend were to continue?
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This is probably where the impact of your post is not as obvious as just retweet numbers. A tweet about you falling over might get a lot more retweets but people will forget that very quickly, moving on to the next cat video they will also forget soon enough. If your infographic was seen by lots of people in your network, it might influence them (even...
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Yes, I've seen some ones that weren't well thought out, like: #susanalbumparty which was posted by Susan Boyle!
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Christina Copperthwaite made a comment
The problem comes, I suppose, from anyone on the planet being able to store your comments. You could set rules about not using them for research (commercial or academic) purposes, but that doesn't stop the general public using them. You would have to prevent all forms of 'saving' the comments as non-authors in order to be able to justify not allowing...
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Christina Copperthwaite made a comment
Useful: Important minority and moral voices can be heard more easily, help for victims of unlawful circumstances can be found quicker
Not Useful: Messages of hate can fester and spread more easily, propaganda/fake news can be used against important social change movements -
I would like to know what factors about posts etc have a genuine influence on people's behaviour. This could be in relation to health, mental health or peer relationships.
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Christina Copperthwaite made a comment
I think she's saying that although people are better connected and social networks have ballooned, people are not as intimately involved through those connections. A comment of support on twitter has nowhere near the power and impact as it is in real life. There has been a lot of new reports about the impact social media has had on the mental health of young...
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Christina Copperthwaite made a comment
The number of birthdays (and thus, parties) you have is a perfect correlation with the age you die...The suggestion could be that having more birthdays is good for you!
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This might be interesting: https://www.ted.com/talks/hans_rosling_shows_the_best_stats_you_ve_ever_seen
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This may also be helpful: http://blog.visme.co/bad-infographics/
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Christina Copperthwaite made a comment
I must admit that I don't like the reference to averages when the news reports on weather, for example. Averages, by nature, will change with every new piece of data.
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Christina Copperthwaite made a comment
I'm wondering how people get their heads around huge numbers like a trillion or googleplex...
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Christina Copperthwaite made a comment
It looks like most people use a combination of methods that involve visualising - fingers and calendars can both be visualised clearly. I wonder what we would have all said if the question was to answers a simple maths calculation...
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Christina Copperthwaite made a comment
Having a lot of visuals about the concept, a representation of the numbers and just the numbers on screen really help the understand but also remember the numbers. Having lots and lots of numbers in such a short space of time can be overwhelming though.
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I see your point...I was focusing on the lazy students instead of those that might also need more support.
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There is a limited amount of online capacity and secondary school is heavily focused on face-to-face interactions. Ideally there would be less face-to-face time and more opportunities for online or independent learning.
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I see what you mean, though I sometimes think it's bribery or forcing them to engage with it instead of letting it be experienced as it should do. Perhaps design the following lab so that students who haven't seen the video cannot progress and their lack of engagement in the material can be noted more formally?
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We used to joke that there's no such thing as plagiarism in teaching!
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I'm actually developing a course for helping teachers incorporate blended learning into the structure of their teaching. I used to be a secondary school teacher and would have found online, digital and blended learning of huge help in many ways, but unfortunately the education system didn't seem to have the money/resources to be able to support this.
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When we amend something that already exists or add something new based on feedback through formative assessment.
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Christina Copperthwaite made a comment
To check:
1. How effective the eHealth has been at meeting it's objective
2. The satisfaction of the consumer
3. The efficiency of the program at running
4. If there are any technical or content changes that can be made/updated
5. The overall cost-effectiveness of the eHealth -
I had to take an online test once which was a series of situations that I had to select a multiple choice answer for how I would respond. It told me what answer they were looking for after I submitted each one and I was surprised by some of the qualities they were preferring over others. I was glad when I didn't get the job because I don't think I would have...
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My Step dad was asked to complete a complicated personality test before going into the interview, and then he was asked to explain some of his answers. He had to request to do the personality test a second time as the instructions weren't clear, but he did get the job in the end :)
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Christina Copperthwaite made a comment
I was once told to prepare for a student panel and recommended to find a good science joke to tell them...
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Christina Copperthwaite made a comment
I am both depending on the situation. When my task is to ensure a smooth flow/story, I am looking at the bigger picture. When my task is to review or finalise something, I am looking at the details.
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Christina Copperthwaite made a comment
Tell us about a time when you have had to demonstrate resilience.
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Or at least have the capability to adopt them, even within countries this can vary. We have a huge range of accessibility just to the internet here in Britain. Areas like London have the most up-to-date broadband services whilst there are towns and villages further in the North that still barely get phone signal, let alone the internet!
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Christina Copperthwaite made a comment
I you allow me to overgeneralise, people don't like change! It represents uncertainty, effort, and a potential to make things worse than they already are. It doesn't mean it will be but we all rely on the comfort of what we know. It's why Animals don't wander aimlessly to find new sources of water/food, why the weather is such a hot topic to groan about in...
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Thank you for sharing that story, and I admire that you spoke to your son at such an early age about it.
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As with all science, we've actually had ideas and knowledge for a while but it takes a long time to filter down and become accepted knowledge!
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Christina Copperthwaite made a comment
Several of the genetic links made refer to satiety and hunger but people can learn to control their response to these symptoms so I guess I'm still leaning on the side of personal choices and behaviours as being the primary cause.
