SEDA SIG - Members
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NameContactTwitterBlogJob / roleWhat should the SEDA SIG do?What will you offer to the SEDA SIG?What else do you want to say?Favoured kit and softwareSpecial interests
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David Baumedavid@david baume.com @David_Baumedavidbaume.comHE consultant: SIG convenorBuild bridges between academic development and learning technology; work up new projects; help SEDA go digital;more stuff I don't know about yetTime; expertise in academic development; cautious enthusiasm about new technologies in higher education
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Haydn Blackeyhblackey@glam.ac.ukHead of Learning and TeachingEnsure that the links between the TEL/Digital literacies agenda and the Educational Development agenda are explicit, used and celebrated.I've been involved in Ed Dev for about 12 years and have been involved in TEL for most of them. I'm a Trustee of ALT, so well rooted in that network but since my current role is much wider than TEL want to make sure we used Ed Dev and TEL as two parts of one issue, not as competing areas.
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David Andrewd.andrew@qmul.ac.ukHead of Academic PracticeProvide a forum for members to share experiences of using technology to improve their own practice, and how they work with others.Experience in working with a range of technologies, coaching and other work to improve my own and others' use of technology for academic practice and effectiveness7" android tablet - I like small. Evernote.
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Clare Powerc.power@bathspa.ac.ukAcademic Staff Development Co-ordinatorprovide a forum for members as above to not only share experience and practice but also to define good and expected practice for HE, and disseminate through SEDA publications a resources.my experience in trying to encourage colleagues to use/ experiment with TEL. My 15 yrs experience of teaching an IT intensive discipline (GIS and image processing) to large and small UG and PG students groups
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Lindsay Jordanlindsay.Jordan@arts.ac.uk@lindsayjordan lindsayjordan.edublogs.org.PG Cert Course Leader at UAL a.k.a Arch-nemesis of technophobic teachers of Art & DesignBuild bridges...?! Come on David, we can do better than that! I'm thinking a Trojan horse. Or a big fat grenade...Energy, passion, confidence. Can be a good listener too although it might not seem that way...What I'm working on right now: dial.myblog.arts.ac.uk
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Sue Beckinghams.beckingham@shu.ac.uk@suebeckshttp://socialmedia4us.wordpress.com/LTA Co-ordinatorAdvise on the digital ways SEDA could communicate/collaborate with members. Share good practice in T&L, but also effective practice in ed dev which works for both the innovators and those who need a more scaffolded approach. Also share and develop ways to evaluate new practice. Enthusiasm, empathy and the courage to give things a go.
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Joelle Adamsj.adams@bathspa.ac.uk@joelle8FASTECH developer & Writing & Learning Centre CoordinatorHelp learning developers effectively use digital tools to enhance their own practice, academic staff's practice, and ultimately, the student experienceFeedback from two HEIs; experience teaching, developing academic staff; student perspective
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Julie WatsonJ.Watson@soton.ac.uk@e_languagesPrincipal Teaching Fellow in eLearning, Modern Languagesshare ideas, research, practiceexperience in online course design and developemnt (for ODL), toolkit creation, help explore pedagogy for online learning
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Priska Schoenbornpschoenborn@plymouth.ac.uk@pschoenbornAcademic Developershare good practice; encourage members to ask questions and respond to others' questions; find out what's 'hot' and what's not; may bring in different perspectives as used to work in Faculty as a Lecturer before doing this job; also industry background; now teaching TEL module
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Sue Gillsue.gill@ncl.ac.ukEducational Developerdefinitely the sharing and collaborative aspects already indicated, also a group of like minded people who can innovate together and try new things before springing them on our unsuspecting colleagues.willingness to have a go but also to say no, afterall just because something in new and sparkly does not make it right! Experience of using technology in several institutions.
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Keith Smythk.smyth@napier.ac.uk@smythkrsSenior Teaching Fellow and Senior Lecturer in Higher EducationFind ways to engage with colleagues who would never think about joining a SIG in technology-enhanced practice, and help them to share their own technology-enhanced practice that they probably don't realise is of value to others. Plus everything else everyone has said above!Time, commitment, enthusiasm, hopefully some useful ideas, and experience of supporting practitioners in different disciplines in HE, FE and professional development contexts to use technology to enhance what they do and better support their learners.
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Helen Boultonhelen.boulton@ntu.ac.uk@DrHelenBoultonReader, Technology Enhanced Learning and TeachingShare experiences of what's good and what's not.  Hopefully save time by having a community where we can find out how to use new technologies and share with each other the quick ways to use technologies and overcome barriers.an continued excitement about new technologies but a cautiousness about using them for the sake of using them or to tick a box :)
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Marios Hadjianastasism.hadjianastasis@bham.ac.ukAcademic Practice Advisor, University of BirminghamWork on ways to make our use of technology better driven by pedagogy than it currently isExperience which stems from academic, e-learning and Ed Dev roles. A smiley face :-)
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Anne Holea.hole@sussex.ac.uk@SussexTLDU and @anneholehttp://rustleblog.wordpress.comEducation DeveloperAs above, sharing, collaborating, supporting, developing.Enthusiasm, experience of social media and of working with academics on PGCertHE etc.
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Imran Alii.ali@coventry.ac.uk@immy_12

Learning TechnologistProvide opportunities to share good practice
Inspire each other
Provide opportunities to reflect together - Identify innovative use of technology to support learning
Share my experience and understanding of using technologies to support learning
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Karen Stricklandk.strickland@napier.ac.uk@strictlykarenstrictlykaren.wordpress.comLecturer & Teaching Fellow (Academic practice)share good practice, provide opportunities for others to engage - regardless of previous experience thus be inclusive, contribute to the discourse and evidence based on TELexperience of using a variety of TEL approaches in teaching and learning as a lecturer in nursing, research experience, ethics, of course enthusiasm
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Dianne Thurab-Nkhosidianne.thurab-nkhosi@sta.uwi.edu@DiThurabhttp://elearnthoughts.blogspot.com/Teacher Trainig Facilitatordiscuss good practice and share experiences in use of technology in teaching and learning, keep abreast of any changes and provide contextual implications A "developing nation" context, experiences of an unde-resourced institution, motivation and collaboration, 14 years experience in online and blended learning
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Peter Hartleyprofpeter@btinternet.comProfessor of Education Development; p/t Bradford; p/t freelanceBuild links with other agencies; help SEDA move forward; mutual support; thinktank for future initiatives; collaborative bids?; help the SEDA work on the definition of digital literacyLots of experience - now on 3rd career after academic lecturer and then Head of Academic Development unit; been evangelising on technology since the 1980s (remember the wonders of 32k RAM); have developed software applications; track record of leading JISC and HEA projects; have initiated/managed introduction of learning systems like VLE, e-portfolio. Trying to rejuvenate the Learning Environment SIG - LERSIG - any opportunities here? Working on SEDA 'educational museum' proposal for next year's celebrations - any other volunteers?Mac/iPad; Dragon; Cmap; Livescribe; Concept mapping; speech recognition; Interviewer/Viva development; interpersonal and team communication.
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David Walkerd.j.walker@dundee.ac.uk@drdjwalkerSenior Learning TechnologistLook forward (and back). Encourage innovation, experimentation and try to stimulate new thinking around the way technology can enhance learning and teaching. Discourage innappropriate use of technology. Essentially, we must share, connect and collaborate. Our work should be enhancement-led not driven by FBL (Fad-based Learning).Drive.
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Helen Beethamh.beetham@exeter.ac.uk@helenbeethamConsultantThinktank, future scenarios, shared models of development (nuts and bolts of what really works institutionally, in curriculum teams, with new/continuing lecturers?), thinking about the difference technology actually makes (let's move on from 'it's not about the technology' to 'technology changes the academic game - but specifically how?'), events (only events-> commitment -> virtual working groups and real CoPs)
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Becky Strachanrebecca.strachan@northumbria.ac.ukAssociate Dean - Learning and TeachingShould be underpinned by good pedagogical considerations. HEFCE’s report ‘Enhancing learning and teaching through the use of technology’ (March 2009) highlights three different levels of benefits from technology;-
1.    Efficiency (existing processes carried out in a more cost-effective, time-effective, sustainable or scalable manner) e.g.
e-assessment
2. Enhancement (improving existing processes and the outcomes) e.g. lecture capture
3.Transformation (radical, positive change in existing processes or introducing new processes)

Currently technology is used within the higher education sector to help with the first two benefits but there is little evidence of transformation. This SIG should help support staff in taking that agenda forward and transforming educational practice.
Ideas, time, commitmentNone - whatever is appropriateHow to use technology in learning to really transform learning, teaching and assessment in a positive way for students and staff.
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Andrew Doigandrew.doig@solent.ac.uk@DoggyDoigInstructional DeveloperMake explicit the work that those in Learning Technologies do to support educational development and to help share strategies and resources for doing this more effectively... and yes, starting hammering the nails into the Trojan Horse or lobbing the grenade of ed dev into the academic community using the learning technologies as a catapult (though the Trojan Horse in the catapult may damage it a bit... i'll work on that metaphor!).Questions and conversations. Not sure I've got the answers, but I am very interested in provoking and joining conversations about how we can have impact on the quality of teaching and learning that occurs in a variety of contexts - my current work means that i will should out about online distance and blended, but generally I have an opinion on most things. Hopefully I will be able to contribute a very positive and constructive approach to teaching and learning.I've spent the last couple of years developing an approach to making effective use of Moodle for structured distance and blended learning. Starting to explore the cloud options more - Google docs, skype, iTunes, etc.The development of effective online distance and blended learning, particularly course design and narrative used to successfully engage learners in the process of learning. I am very keen on the idea of making sure that good teaching, or more importantly, good learning occurs in any learning context, and as such want to be able to apply good educational development into the online teaching contexts. Happily, I find my role in the uni allows me to have that conversation - and help create that conversion - with lots of teaching staff.
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Colin Grayc.gray@napier.ac.uk@elearningcolinhttp://www.elearningadvisor.comAcademic DeveloperLittle to add above and beyond the excellent comment above - simply that it should help us to share what we're all up to and make sure that we work together rather than in parallel. I've got a pretty in depth technology background, from web design and development to video and audio production. I love applying all of those to enhancing teaching and learning, and more than happy to do so on new projects!Anything new! Also, couldn't live without Evernote/Dropbox & Podio for organising my life when my own brain is incapable of doing so.Social networking and learning communities, mobile learning, podcasting, web2.0 technologies for supporting students and enhancing teaching
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Stephen Bostockstephen@keele.org.uk (private and SEDA mail), also s.bostock@glyndwr.ac.uk for the day-job@stephen_bostockwww.keele.org.ukHead of the Centre for Learning, Teaching and Assessment (day job); Co-chair of SEDA from 2012 and outgoing vice-chair of SEDA PDF committee ditto the dittosConnection to SEDA Exec. I was once a learning technologist but now I just try to keep up with the main wave. I don't tweet so don't bothering following me!Fujitsu Lifebook: I have the other gadgets but that is where my life is.How technology might help weak teachers, underperformance. Usually it's already strong and innotaive teachers who use the technology to be even better.
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David Hopkinsdmh33@le.ac.uk@hopkinsdavidwww.dontwasteyourtime.co.ukLearning Technology AssistantInvolve interested (and required) stakeholders from broad range of Institutional roles (not just LTs) and offer, among other things, contextual meaning and support in order to progress effective and efficient use of (appropriate) technology in and out of the classroom environment.Experienced LT, ALT Member and active blogger/speaker on aspects of TEL and LT in (but not limited to) Higher Education.Chrome Browser, iPad tablet, Dropbox Cloud Storage, and Amazon Cloud Player for my tunesSocial Media & Network, Digital Literacy, eBook, Digital Pedagogy, Blackboard / VLEs, Online Assessment & Feedback, Blogging, Networking, Augmented Reality
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Darren Gashd.gash@surrey.ac.ukStaff Developer, Technology Enhanced LearningShare experiences, practice good and badI have experience of teaching technology from two perspectives; 1) teaching undergraduate students how to use technology to produce effective multimedia products, 2) teaching staff how to use technology to enhance their learning and teaching practice. Key factor to get across to staff is "technology is easier to use than you might think". Demonstrate this by focussing on the key features of an application they need to achieve the results they want; avoid all the other extraneous featuresFreemind, screencast-o-maticmind mapping; educational applications of audio; instructional design for blended learning
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Denise Sweeneydms34@le.ac.uk@denises19http://denisemarysweeney.wordpress.com/Educational Designer University of LeicesterWho is teaching on PGCert's in the area of TEL and elearning? Would like to share foci,'the literature' etc.I have a strong background in flexible/blended learning from both FE and HE both in Australia and the UKno preferenceseducational design; learning technology  use for promoting learning
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