This site uses cookies to improve your experience. To help us insure we adhere to various privacy regulations, please select your country/region of residence. If you do not select a country, we will assume you are from the United States. Select your Cookie Settings or view our Privacy Policy and Terms of Use.
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Used for the proper function of the website
Used for monitoring website traffic and interactions
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Strictly Necessary: Used for the proper function of the website
Performance/Analytics: Used for monitoring website traffic and interactions
The Directors of Teaching Network is a new initiative started by the Assistant Principal for Assessment and Feedback, Professor Susan Rhind in 2016. The first meeting in February 2016 included introductions to each school and their major achievements and challenges in assessment and feedback.
As part of the role, postgraduate peer tutors can work towards their Associate Fellowship of the Higher Education Academy (AFHEA), in a similar way to the Undergraduate Certificate in Veterinary Medical Education. All of the peer tutors are professionals, returning to study with a view to developing their careers.
In this episode , Dr Emily O’Reilly and alumnus Andrew Strankman from the School of Biomedical Sciences discuss their fantastic research project on podcasting in education, funded by the Principal’s Teaching Awards Scheme. And most importantly, what do podcasts have to offer us? That’s not true.
In this episode , Dr Emily O’Reilly and alumnus Andrew Strankman from the School of Biomedical Sciences discuss their fantastic research project on podcasting in education, funded by the Principal’s Teaching Awards Scheme. And most importantly, what do podcasts have to offer us? That’s not true.
In this episode , Dr Emily O’Reilly and alumnus Andrew Strankman from the School of Biomedical Sciences continue their excellent discussion on podcasting in education. What should both teachers and their institutions remember about the use of podcasts in education? Emily and Andrew reflect on embracing trial and error.
In this episode , Dr Emily O’Reilly and alumnus Andrew Strankman from the School of Biomedical Sciences continue their excellent discussion on podcasting in education. What should both teachers and their institutions remember about the use of podcasts in education? Emily and Andrew reflect on embracing trial and error.
However, I would consider several good examples from the Teaching Matters blog to be co-created, such as the Conservation Science course , Understanding Gender in the Contemporary World course, many examples of experiential education and place-based education , and creative learning and teaching with Lego. Cook-Sather, A.,
Case Example The Vet School launched a formative peer observation programme in Jan 2016, following approval by the R(D)SVS Senior Management Group which made this a mandatory exercise every two years for all staff involved in teaching. Nurse Education Today, 14, 299-305. J Med Educ, 58, 457 – 461. Siddiqui, Z.
Although it’s only week 2 of the new academic year, we’ve received quite a few profiles from students and I know lots of staff members have had more enthusiastic students than usual approach them for a friendly chat about what they do. Sep 27, 2016
Interestingly, three of these posts were written in 2016, showing that the blog’s content is continually being accessed both nationally, and internationally. This short dialogue between student and staff is a motivating, honest and collegial conversation about what makes good teaching.
SBI has adopted an innovative approach in the development the “Teaching in Practice Sessions” (TiPS) initiative – an informal platform for knowledge sharing in the area of teaching. TiPS runs two to three times a term and comprises of sessions to share teaching ideas in the broadest sense across UG, PG and Executive Education.
FILL+ was developed by myself and George (Kinnear et al., 2016) as a way to measure the time spent, second by second, on common activities, such as the lecturer talking, students asking and answering questions, as well as active learning techniques such as students discussing in small groups. Journal for STEM Education Research , 1–23.
2007; Deng & Yuen, 2011), particularly reflective writing (Hemmi, Bayne, & Land, 2009), and learning to write for particular real or imagined audiences (Ross, 2014; Gogia, 2016). Writing online can make explicit a thought process, demonstrating the development of an approach and understanding over time. 2016, March 8).
This in turn, has been shown to increase the feelings of belonging during students’ time at University, and, subsequently, raises educational success (e.g., Felten et al, 2016). Academic communities can thrive in many forms. Happy reading! references Felten, P., Gardner, J. Schroeder, C. Lambert, L. M., & Barefoot, B.
Characterising lectures We helped to develop FILL+, a tool for characterising lectures by recording the activities that take place as seen from the student’s perspective. It builds on the Framework for Interactive Learning in Lectures (FILL) developed by Wood et al. Physical Review Physics Education Research. Donnelly, R.,
We’re all Fellows of the Higher Education Academy (HEA) , so we know what it’s like to take a good hard look at our own teaching and our students’ learning, to challenge ourselves to improve and to go public on our successes and disappointments and what we’ve learned from them. or in the Vet School catriona.bell@ed.ac.uk and Collins, C.
We have found that there are a wide range of types of learners who benefit from education being more equally accessible and inclusive. Edinburgh student) In 2016, a review of the University Accessible and Inclusive Learning Policy made the central provision of a lecture recording solution one of the main recommendations.
In contrast to some expectations, the response was genuinely representative of the entire complement of academic staff. Nearly one-third of respondents were full professors; one-quarter of all respondents had more than 20 years’ experience teaching in higher education. Apr 25, 2016
I spoke with colleagues from all three Colleges about what it has been like to grow as a teacher before the recent upsurge in formal continuing professional development for teaching in higher education. Nov 30, 2016
In our initial pilot in December 2016, we played back recordings of our debriefs and found over 80% of the debrief to be analytical conversation from the participants themselves: explaining their actions and why, with feedback from their colleagues. Educational Researcher 27(2), 4-13.
They allow you to achieve the corresponding fellowship of the Higher Education Academy (HEA); I took part in Level 2, which led to a Fellowship of the HEA. You need to accrue 40 points over a range of criteria, such as designing and planning learning activities, assessment and feedback and continuing professional development (CPD).
In 2012, she applied for a PhD at the at Edinburgh, and, after finishing her PhD in 2016, was offered a post-doc position by NEWS India-UK. Since then, apart from her research commitments, she has been the coordinator of the virtual centre, and an active member of the development team for the Nitrogen MOOCs.
In my current veterinary medicine degree, I don’t have choices in my coursework, and no general education core courses, but my degree is setting me up for a specific career. A Mixed Method Analysis of NSS 2016 Free Text Data – Jill MacKay 3B: What Question?
The strategic context Every four years, QAA Scotland undertakes a cycle of reviews of all Scottish higher education institutions, focusing on enhancing the student experience – this is called the Enhancement-Led Institutional Review, or ELIR. Labake’s PhD research is exploring internationalisation of higher education and employability.
Photo credit: pixabay, rawpixel, CC0 This first post of the mini-series in ‘ P romoting inclusion, equality and diversity in the curriculum’ is written by Diva Mukherji, Vice President Education at Edinburgh University Students’ Association.
The project had several outcomes, including fantastic examples of student and staff engagement, enhanced course descriptors, and revised policies, which laid important ground work for the current PCIM project. Sarah has previously worked in student support leadership roles completing a Masters in Education (Leadership and Management).
In my current veterinary medicine degree, I don’t have choices in my coursework, and no general education core courses, but my degree is setting me up for a specific career. A Mixed Method Analysis of NSS 2016 Free Text Data – Jill MacKay 3B: What Question?
A coincidence of timing led to a disturbing voice in my head as I read the reports from Main Panel C, covering Social Sciences, and the Education panel. The brief description of the moderation process in Education suggests that this may have been repeated. Education. Procedural propriety. a year, its citation share by 1.4%
Image credit: iStock In this post, Dr Avita Rath explores the topic of emotional labour, and its impact for those working in Higher Education. Avita is a year 3 distance learning student ( MSc Clinical Education ) at Edinburgh Medical School. International Journal of Allied Health Sciences Education , 6 (1), 22–26. Bellas, M.
Experiential education: Defining features for curriculum and pedagogy (23 August 2018; 686 views; ranked No. Experiential education: Defining features for curriculum and pedagogy (23 August 2018; 686 views; ranked No. Approaches to Equality and Diversity in Higher Education Teaching (12th December 2016; 1024 views; ranked No.
We organize all of the trending information in your field so you don't have to. Join 5,000+ users and stay up to date on the latest articles your peers are reading.
You know about us, now we want to get to know you!
Let's personalize your content
Let's get even more personalized
We recognize your account from another site in our network, please click 'Send Email' below to continue with verifying your account and setting a password.
Let's personalize your content