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If answering my previous post has been a shock for anyone, you may be interested in this Lynda.com video, from an Efficient Time Management course.

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Or there is also a Gmail Essentials course, which also has a link to an Advanced tips and tricks. Time to work on those filters? Or hit archive/delete?

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I'm writing a session on personal effectiveness, and I'm interested how full email inboxes get. It would be great if you could tell me using the linked (confidential) Google form, how many are in yours!

Hi all,

We're running a three-week series of MOLE Exemplary course sessions in January. Please pass this on to any colleagues who you feel would find it useful. The programme gives design and content advice on improving content in MOLE, making your courses more intuitive, navigable, accessible and visually appealing, and showing some advanced features that will help you get the most out of the VLE (Virtual Learning Environment).

Participants will work together in peer support between sessions to improve their course design.

It is expected participants will attend at least session 1 and 3, and must already know the basics of how to create content in MOLE.

The sessions are as follows:

17th January (10am) - Session 1 gives an overview of good practice in creating "exemplary" MOLE courses, looking at course design, rich media and collaborative tools.

24th January (10am) - Session 2 is an informal session where participants can work on their courses, with members of the TEL Team and peers on hand to advise.

31st January (12.30pm) - Session 3 is a "Show and Tell", where participants can show their improved courses, with honest and open feedback from the group.

Please sign up via LMS at - https://lms.shef.ac.uk/#LTT, or contact tel@sheffield.ac.uk if you have any questions.

Hi all,

We're delivering a number of sessions throughout November and December, on Flipped Learning, smart-working in MOLE, course design, and managing feedback. These shorter sessions are 40 mins long and are repeated and at different locations, for your convenience. Sessions are designed to introduce digital concepts and tips that can help to enhance your delivery of teaching, learning and assessment. Sign up via the learning management session: https://lms.shef.ac.uk/#LTT

Intro to Flipped Learning
This session explores some of the basics of flipped learning, and how it can improve the contact time we give our learners. What is flipped learning, and how can it benefit our learners? What barriers are there, and how do we overcome them? And what resources are available to help you achieve your goals? (22nd Nov, 1st Dec)

Intro to Exemplary Course
The MOLE Exemplary Course programme has helped colleagues from around the university improve their modules' online material, and create engaging courses on MOLE. This session gives a taster of what the programme involves, giving basics of good course design and information on how to take part further. (15th Nov, 24th Nov)

Make your feedback more efficient
This session explores the use of online feedback and introduces some of the tools that can make the feedback process easier and more efficient.
These include:
• Audio feedback

• QuickMarks - These are commonly used marking that can be quickly added to students work

• Rubrics and grading forms

• Group assessment

• Offline marking (via an iPad)

(17th Nov, 6th Dec)

MOLE - Organising Content and Smart Working
This session explores ways in which you can streamline your work with content and marking. The areas included are:
• Organise the release of content, 

• Setup Grade Centre For use with assessment weighting

• Maximising the group tool

• Smart Views for marking

(29th Nov, 8th Dec)



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We want to hear your views on development!

The 2016 Staff Survey highlighted that only three quarters of staff found it easy to identify and access development opportunities and resources. We want to make sure that development is accessible to all our staff and that is focussed in the right way, including considering how development can better support staff given the challenges faced by the University.

We will be holding three sessions:
24 August - 12:30-14:00 (Alfred Denny Conference Room)
25 August - 12:00-13:30 (John Carr Design Suite, Portobello Centre)
15 September - 14:30-16:00 (John Carr Design Suite, Portobello Centre)

We will provide tea and coffee at the events, but please feel free to bring your lunch if you wish.

We look forward to seeing you!

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I've been accused by colleagues of boasting about this, which I kind of am, but it's more because I've surprised myself.

I've managed to get through a week of ending each day with an empty inbox! It wasn't easy to do day 1, but after that it has got a bit easier. Admittedly I was starting from a position of having about 20 emails hanging around in my inbox, but this was from following the principles below.

So how did I do it? On the day I started, I spent some time going through my inbox, as I realised that a lot of the emails I had kept were for things that had passed, or that I no longer needed. These got archived.

The next group of emails, were a small group that needed replies writing. So I sent the replies.

The next group were ones that needed me to do something before replying. I added the relevant task to my to-do list, and then archived the email. If I needed to update the sender when I had done something, this became part of the task in my to-do list.

Now, when new emails come in, my "triage" process is as follows:
1. Does it require me to do anything? If no, read it and archive it.
2. Does it require a reply? If I can do this quickly, write the reply and archive the email.
3. Does it require me to take further action? If yes, the task goes on the to-do list and the email is archived.

My inbox is now something that I use to receive work, but I keep track of it in my to-do list.

Anyone willing to share how many emails are in your inbox? Do you think you could clear them out?

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You may not realise it, but we are all biased.

Our brains make judgements and decisions about people and situations really quickly, without us being aware that this is happening. These judgements and decisions are affected by our unconscious biases, which are influenced by things we have experienced, our upbringing and our cultural background.

Sometimes these biases are at odds with the beliefs that we consciously hold. The result of this is that these unconscious biases may negatively influence the decisions that we make, and they may not be as objective as we think.

As it is the time of year when thoughts turn to SRDS, and making decisions about the feedback to provide to colleagues, it may be timely to review the ways in which biases affect decision making. To support you in this, why not complete the new and updated "Understanding Unconscious Bias" module on MOLE?

For general SRDS skills development, the SRDS section of Development Everywhere (https://www.sheffield.ac.uk/hr/sld/developmenteverywhere/srds) has been updated and includes a flowchart to help you to select the resources you need.

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We're having a University building themed Lego lunch on 5 May. Why not come and join us, and help us get the full #ShefUniPicture http://bit.ly/LegoLunch
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