There are a good variety of workshops available to you within C@N-DO. The C@N-DO workshops is provided centrally and available to all staff involved in teaching and supporting learning. This gives you the opportunity to take part alongside staff from across different discipline areas. The workshops can also be arranged specifically within Schools, particularly if School timetabling means you are busy on the days of the central provision.

CLICK HERE to view the comprehensive list of C@N-DO workshops offered by the Institute of Learning and Teaching, including workshop dates for 2015/16

If this is your need.. Workshop name
UKPSF Alignment
Through this you will..
How can I develop a course that meets students' needs? I would like to work out some new ideas for my course. CAIeRO for Individuals
A1
Take part in a creative, innovative approach to module design or revision.,You will develop a module blueprint, including aims, learning outcomes & assessment plan & create a storyboard of the L&T process & developed examples of student activities.
I am new to teaching in HE. Where do I start? HE Survival+
A2
Gain ideas and skills for a 'menu' of practical L&T activities, techniques and strategies adaptable to your own practice & develop your ability to provide effective learning experiences for your students.
I need to develop my skills for online / distance learning - Help! Collaborative Learning Experiences Online (CLEO)
A2
Experience the role of an active learner in a task-based online course, and develop your own skills for facilitating online discussion for effective learning.
How can I make assessment a tool for learning? Why waste time on writing good feedback? Students don't read it! Assessment - A tool for Learning
A3
Develop effective, authentic assessment activities adaptable to own teaching context, develop your understanding of marking appropriately for various HE Levels,,& find innovative strategies to help students learn from feedback.
How can I ensure that my feedback is useful to enhance students’ learning? Why waste time on writing good feedback? Students don't read it! Are there time-saving approaches I can use effectively? How can I ensure that my feedback and grading of student work is appropriate for the academic level of the programme? Feedback - A tool for learning
A3
Explore the use and value of feedback and the variety of forms it may take. Develop effective, innovative feedback activities adaptable to own teaching context. Develop your understanding of marking appropriately for various HE Levels, and find strategies to engage students with the feedback they receive and build on it to improve their learning.
I need to improve student retention. How can I help my students succeed? PATs Supporting Student Success
A4
Explore study skills activities & resources to recommend to students, develop tools & strategies adapted to the needs of your own context & students to improve student confidence & study skills.
I’d like to pick up new ideas from watching others teach, online or in the classroom. I’d like some help to develop my own teaching approach Peer Observation for Development(POD) and COOL(Collaborative Observation of On-Line practice)
A5
Learn how to make Peer Observation your golden opportunity for development!,Complete plans for peer-to-peer observations (of F2F &/or OL teaching), observe, be observed, & through discussion create Action Plans for change
I want to know more about the evidence base for good practice in HE Learning & Teaching, for myself, for professional recognition & for the PGCAP. Reading Circles
A5
Through 4-6 'book club-style' peer-led workshops over a period of 2-3 months, online or F2F, you will explore the research behind innovations in HE Learning & Teaching, learn why you do the things you do in your own practice & pick up new ideas.
We’ve got a PSR coming up! Awareness of the pitfalls & mistakes others have made could save me time in the end! Getting to Grips with PSR
A1
This is no ordinary training ABOUT ‘quality assurance’ processes. Role-play, working with sample documents taken from real PSR submissions, will bring you face to face with typical pitfalls when preparing for a PSR & help you prepare, and defend, your own submission.
I’ve made a start on my C@N-DO submission, but it’s hard to find time & make progress on my own. Writing C@N-DO Submission
A5
As the name suggests, this is a chance to make space in your busy schedule to reflect on your practice and collaborate with others to develop a successful HEA Fellowship application through C@N-DO for Associate Fellow, Fellow or Senior Fellow.
Are you interested in Open Education? Do you want to know where you can find quality open educational resources which you can use for your course and teaching? Do you want to know how you can embed open educational resources into your teaching? Finding and using OER
A1
This is a 3-hour workshop aimed at anyone interested in becoming a more open educational practitioner. During the workshop, it’ll be good if you can bring a piece of teaching material which you would like to improve or enhance through other open educational resources. You'll be supported by peers, and a range of open resources designed to highlight the key components to consider along your learning journey.
Do you have quality teaching materials that you wish to share with the wider community? Do you want to know how to convert your existing learning and teaching materials into open educational resources (OERs)? How to convert existing teaching materials into OERs?
K1, K4, K6, V4
This is a 3-hour workshop aimed at anyone interested in sharing openly licenced resources for education. During the workshop, you’ll need to bring a piece of teaching material which you would like to share with the world, and we’ll take you through the process of converting your material into an Open Educational Resource (OER). This might sound daunting - but don't panic. You'll be supported by peers, and a range of open resources designed to highlight the key components to consider along your learning journey.,At the end of this workshop you'll have created an Open Educational Resource (OER) which you can upload into an open repository, such as JORUM, and share the resource with the wider community.
I have taken on the role of Subject or Programme Leader. Despite experience leading the team I’d like support with new challenges we face. Leading for Excellent Academic Practice (LEAP)
A1, A2
The role of the programme leader is a challenging one, involving academic leadership for the programme & its development, including the introduction of innovation and integration of,Changemaker themes in ways which meet quality assurance and enhancement procedures. It involves supporting students, co-ordinating PATS & representing the course to the university.,This workshop enables collaborative exploration of effective and efficient approaches to address the challenges you face & devise practical strategies you can adopt within your role..
I have taken on the role of department contact for an EWO programme & want to make a success in the role. Despite experience working with EWO partners I’d like support with new challenges we face. Promoting Quality Learning and Teaching with your EWO Partners
A5
Working with EWO partners is a challenging role, which can involve wider issues and challenges than can be addressed solely by reading about policies & procedures. This workshop enables collaborative exploration of effective and efficient approaches to address the challenges you face & devise practical strategies you can adopt within your role.
I would like to become involved in running some of the C@N-DO courses, e.g. leading a CAIeRO or CLEO Becoming a C@N-DO facilitator
A2, A5
Move from the role as C@N-DO participant to become a leader of one of the C@N-DO Core sessions,This combines experiential learning akin to apprenticeship with focused exploration of the overt and covert aims behind workshop activities.
I would like to be involved in assessment leading to HEA Fellowship Becoming a C@N-DO assessor
A3, A5
Develop the understanding of UKPSF requirements and,skills needed to become an effective member of the C@N-DO Assessment Panel through involvement in the analysis and evaluation of example C@N-DO assessment submissions & discussion with other panel members.
I’ve just started to work in HE and need to understand more about academic misconduct and plagiarism. I’d like to be able to spot typical mistakes in assessment design which can lead to academic misconduct occurring. I’m about to review all the assessments on my programme and want to make a start on ‘designing out’ plagiarism. Designing Out Plagiarism
A3
In this workshop you will explore New Forms of Plagiarism and how to deter plagiarism through assessment design. Working with example assessment briefs (submitted beforehand) you will have the chance to identify problematic issues and consider revisions which ‘design out ‘opportunities for plagiarism.
Help! I have to transfer my classroom presentations into blended learning! I know I cant just post my existing powerpoints online, but what changes do I need to make? What tools could I use to get students doing more than just reading powerpoints online? Content Development
A1
Plan the conversion of an online presentation session into a blend of online material and classroom activity.Actively work with an example powerpoint to plan the conversion to appropriate online material.The optional workshop will give you the chance to do the same with your own material and to go away with plans you can use in your teaching.
Do you need to write references for colleagues applying for HEA Fellowship through C@N-DO? C@N-DO References to Authenticate Practice
A5
In this workshop you will have the chance to explore the UKPSF criteria for different categories of Fellowship. Consider the strengths and weaknesses of examples of past references and generate points to include within an actual reference for a colleague.
I’m new to Northampton and I need to understand how programmes and modules are designed at the University of Northampton. I need to know who to ask for help with programme design. Programme Design
A1
Work with others to develop an appreciation of the building blocks of programme design, how they interact and who else in the University might be involved. Contribute to a discussion about approaches to programme design at Northampton and find out what structures you need to work within and what help is available
I’m new to Northampton and I need to understand assessment policy and practice in the University of Northampton. I need to know who to ask for help with assessment-related issues. Assessment for Academics
A3
Review the University modular framework for assessment, the assessment and feedback policy, generic grade criteria and associated academic regulations,check your understanding of the above and discuss with colleagues and apply your understanding to scenarios you may face in practice. The workshop activities will also give you a basic working knowledge of a teaching approach called Team-Based Learning.
I’m new to Northampton and I need to understand the implications and applications of regulations, policies and procedures. I will also need to know who to ask for help with policy issues. Student Policy
A4
Familiarize yourself with the staff handbook through the identification of specific frequently used procedures.Discuss specific application of policy in practice, in response to real-life challenges and case studies.
I need to design new teaching sessions to replace my lectures.I want to get some new ideas for supporting active learning in the classroom.What are other people going to be doing in their Waterside classrooms? Recipes for Waterside
A2
In this workshop you will explore a range of activity types you might be able to use in your classroom teaching for Waterside. You will have the chance to share your practice with and get feedback from colleagues in other disciplines, looking at how things you already do can be adapted and how to adjust when things don’t go to plan. You will pick up tips and ideas of what others are doing in their teaching both in your subject area and across the university.