4 March 2020 00:01:09.000 --> 00:01:09.900 not in teaching but in constructing research 00:01:12.000 --> 00:01:12.900 not vert confidently 00:01:14.000 --> 00:01:14.900 Not a lot 00:01:15.000 --> 00:01:15.900 Not for a long time 00:01:16.000 --> 00:01:16.900 Yes I've worked with Nursing academics who do 00:01:17.000 --> 00:01:17.900 A bit 00:01:20.000 --> 00:01:20.900 i think so - if it's what i think it is 00:01:21.000 --> 00:01:21.900 A bit in teaching 00:01:22.000 --> 00:01:22.900 for learning design 00:01:57.000 --> 00:01:57.900 ah, yes 00:04:07.000 --> 00:04:07.900 Will slides be available later? 00:05:08.000 --> 00:05:08.900 @ paul - yes. i will post them to the TA past events page for this session. An email will be sent when it is ready. 00:05:21.000 --> 00:05:21.900 Brilliant. Thanks 00:05:56.000 --> 00:05:56.900 great for retrieval too 00:06:58.000 --> 00:06:58.900 CMapTools is here https://cmap.ihmc.us/ 00:08:45.000 --> 00:08:45.900 is it a plug-in with Moodle or inbuilt? 00:09:02.000 --> 00:09:02.900 @ Laurine - it is an LTI tool. 00:09:12.000 --> 00:09:12.900 thank 00:10:33.000 --> 00:10:33.900 That's a brilliant way to encourage retrieval 00:17:18.000 --> 00:17:18.900 This would have been really useful for me about 2 years ago! 00:17:43.000 --> 00:17:43.900 😞 00:19:06.000 --> 00:19:06.900 was it much higher than with the traditional resources? 00:21:14.000 --> 00:21:14.900 and much easier to mark 🙂 00:22:43.000 --> 00:22:43.900 Wondering about academic integrity if used as assessment? 00:23:18.000 --> 00:23:18.900 @Paul, yes that is a point, as with any online assessment 00:24:44.000 --> 00:24:44.900 I'd like to know if students found it easy to learn how to use CMAP 00:24:58.000 --> 00:24:58.900 thank you 00:25:46.000 --> 00:25:46.900 thanks 00:26:59.000 --> 00:26:59.900 so it's a good alternative way to help people learn, 00:27:24.000 --> 00:27:24.900 What is really powerful about this is that the student is continuously developing their schema - they can see how the learning is connected together. Bravo indeed 00:28:56.000 --> 00:28:56.900 did you find 'bleeding' from those who had the knowledge map first? ie did those students use the technique when they had the traditional way? 00:29:36.000 --> 00:29:36.900 here is the UNSW cmaps page https://teaching.unsw.edu.au/digital-assessment-toolkit/cmap-tools 00:29:45.000 --> 00:29:45.900 did they use their own knowledge map? 00:29:52.000 --> 00:29:52.900 Thank you to you Gary and Matthew. I have to go, but am inspired. Can i contact either of you if i have a question later? 00:29:55.000 --> 00:29:55.900 oh i see thanks 00:30:13.000 --> 00:30:13.900 Thank you 00:30:17.000 --> 00:30:17.900 sounds good 00:30:20.000 --> 00:30:20.900 Awesome -thank you 00:30:29.000 --> 00:30:29.900 Thank you for a great presentation...will definitely be looking into this more 🙂 00:30:43.000 --> 00:30:43.900 https://teaching.unsw.edu.au/digital-assessment-toolkit/exemplar-16 00:31:50.000 --> 00:31:50.900 Please kindly complete our post-session survey http://taw.fi/feedback/ 00:32:04.000 --> 00:32:04.900 how hard do staff find it to create the map? 00:33:27.000 --> 00:33:27.900 were most willing to try? (Asking for a friend...) 00:33:55.000 --> 00:33:55.900 what sort of PD/resources might help? 00:35:05.000 --> 00:35:05.900 just like anything a bit different. then... 00:35:17.000 --> 00:35:17.900 building up a library of examples would also be helpful. 00:35:22.000 --> 00:35:22.900 yes indeed 00:36:08.000 --> 00:36:08.900 handy resources, thank you 00:36:33.000 --> 00:36:33.900 Mathew, could something like this be integrated with your USB e-Exam system / Moodle? 00:36:49.000 --> 00:36:49.900 interesting idea @Scott 00:36:58.000 --> 00:36:58.900 Very good session. Thank you. Will leave now. Bye. 00:36:59.000 --> 00:36:59.900 🙂 00:37:48.000 --> 00:37:48.900 thank you!! 00:37:53.000 --> 00:37:53.900 Thank you 00:37:54.000 --> 00:37:54.900 Appreciated this 00:37:56.000 --> 00:37:56.900 Thank you all