OxTALENT - Oxford Teaching and Learning Enhanced by New Technology
OxTALENT is an interest group bringing together representatives from the academic divisions within the University. Its activities are overseen by the OxTALENT Committee. The remit of OxTALENT is as follows:
- to act as a steering group to raise awareness, promote interaction, and stimulate the use of IT in teaching and learning across the University
- to assist PRAC ICT in formulating policy on matters relating to IT training
- to act as an advisory group to the Learning Technologies Group at IT Services.
OxTALENT is an interest group bringing together representatives from the academic divisions within the University.
Date of the next meeting: 29 January 2014
Committee minutes and reports:
- OxTALENT Oct13 minutes.pdf
- OxTALENT May13 minutes.pdf
- OxTALENT Jan13 minutes.pdf
- OxTALENT Oct12 minutes.pdf
- OxTALENT May12 minutes.pdf
- OxTALENT Jan12 minutes.pdf
- OxTALENT Oct11 minutes.pdf
- OxTALENT May11 minutes.pdf
- OxTALENT Jan11 minutes.pdf
- OxTALENT Oct10 minutes.pdf
- OxTALENT May10 minutes.pdf
- OxTALENT Jan10 minutes.pdf
- OxTALENT Oct09 minutes.pdf
- OxTALENT May09 minutes.pdf
- OxTALENT Jan09 minutes.pdf
- OxTALENT VLE report Jan10.pdf
You can enter your own work in our annual competition for the innovative use of IT in teaching and learning at Oxford. The OxTALENT awards are part of the University Teaching Awards Scheme.
2014 Awards information
Closing date: Friday 16th May
Awards ceremony: Wednesday 18th June
Read the latest from the OxTalent Blog
Each year we give the OxTALENT awards to staff and students who have been innovative and talented in their use of technology to enhance teaching and learning.
Feedback from the event includes:
‘what rays of sunshine the Oxtalent awards are’; ‘last night at the (wonderful) OxTalent Awards’;‘ you have made me feel good about IT’; ‘It is always an impressive event and I know that comes with effort’; ‘The whole event was really well organised and it was great seeing the range of projects that were up for awards’, “OxTalent2013 was wonderful. Good speakers, warmly presented, innovative and inspiring projects and some yummy hors d’œuvre”; “Lots of thanks to @ltgoxford, and the canapé lady for a fun evening at #oxtalent2013.”
See you, same time, same place, next year.
This year’s winners:
As it says in the University of Oxford Strategic Plan 2013-18
”Digital technology is revolutionising the manner in which knowledge is created, collected, and communicated across the globe.The University will position itself so that it can engage speedily and effectively with digital initiatives generated by our staff, students, alumni, and those outside the University. We will create a strong and coherent online presence in order to direct those seeking knowledge about any area of academic study to relevant work carried out at Oxford. We will further develop our globally available teaching resources and collections for our own community, for our distance-taught students across the world, and for learners everywhere”
In a year in which there has been much discussion of how Oxford might respond to global phenomenon of Massive Open Online Courses (MOOCs), it is wonderful to see so many thriving open education initiatives which continue to push at the boundaries and innovate in their approaches to openness online.
Sophie Kershaw, Department of Computer Science for The Open Science Training Initiative
The Open Science Training Initiative (OSTI) is a dynamic new educational scheme devised and piloted this year at the University of Oxford. It aims to address the problem of reproducibility in modern scientific research, by training upcoming young researchers in the integrated use of concepts and techniques such as digital awareness, data management, version control systems and the role of the publisher. The goal, as Sophie Kershaw explained, is to train graduate students not just to be research producers, but to be research users as well.
OSTI achieves this aim through a combination of first-hand learning and mini-lectures. The course is designed to be highly portable and adaptable, with its 20-30 minute “lightning lectures” designed to slot into any existing course in the sciences. The learning process adopts a novel, rotation-based structure, in which small groups of students work in isolation on separate scientific problems. Groups must fully document their findings through releasing code, data and a written report online before handing over the problem to a successor group who must build on their work. This approach is designed to provide a simulated research environment at a pre-doctoral stage, enabling students to encounter the challenges of modern collaborative research and hence understand the need to provide the scientific community with a coherent research story that provides a sound basis for further scientific investigation.
OSTI is the first scheme of its kind in offering fully integrated training in open science as part of a subject-specific taught course and is helping Oxford to lead the way in educational provision in the field. Course materials are being released under a CC-BY (Attribution) licence as open educational resources for other institutions to use, develop and benefit from.
The course has drawn great interest from the Open community and is poised for its official launch outside Oxford in early May 2013. It has also been showcased at the following universities in California: UC Berkeley, Stanford, San Francisco State, UC San Francisco, and UC Davis.
Cleo Hanaway, Humanities Division: OpenJoyce
OpenJoyce is a collection of resources and a community around the author James Joyce. It began in Oxford and grew out of the successful Great Writers Inspire project. Cleo Hanaway is a former student ambassador on Great Writers who has recently been appointed Knowledge Exchange Officer for the Humanities Division at the University. She explained:
Our title quotation is taken from James Joyce’s 1922 novel, Ulysses: ‘A great field was to be opened up in the line of opening up.’ Following Joyce’s lead, our OpenJoyce project is geared towards ‘opening up’ all things Joycean. Thus, being open is inherent to our development process.
Cleo combined her research on Joyce with open education and worked with programming experts to create a series of striking visualisations of Ulysses, based on word patterns, line length, and so forth. The visualisations have captured the imagination of the James Joyce community and are now being used in research and teaching across the globe.
Continuing Education Tutors Dr Steve Kershaw, Dr Pete Wyss and Dr Kate Watson: Sesame
The part-time tutors who teach on the Weekly Classes Programme of the Department for Continuing Education have been working to identify and create open educational resources (OER).
This initiative has produced a rich and sustainable collection of OER and other online resources. These are primarily aimed at adult learners and their tutors, but may also be of use to anyone who wishes to use high quality internet-based scholarly resources across a wide range of disciplines.
The work by Steve, Pete, and Kate supports the under-represented group of part-time sessional tutors in their engagement with open educational practices, and the project saw over 150 part-time tutors learn about OER for teaching and learning. However, the Department would particularly like to recognise the ongoing engagement of its weekly class tutors in creating and curating materials. The site continues to grow and now includes over 2,000 resources associated with 50 courses and 25 subject collections. Even more pleasing is the growth of the number of unique visitors to the site, which more than trebled from 4,700 in October 2012 to 16,300 in May 2013.
Other OxTALENT awards in other categories also recognised projects which produce explicitly open educational resources ( OER):