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
What is CurriculumDevelopment? Understanding the Fundamentals editor Tue, 06/13/2023 - 00:09 Curriculumdevelopment is critical in structuring educational programs and ensuring better learning outcomes. What is CurriculumDevelopment?
We also found that working with the students in this way is both an enjoyable and valuable experience but would suggest a few points to consider for others engaging in similar staff-student curriculumdevelopment partnerships: Create an opportunity at the start to discuss expectations and be prepared to review this regularly during the project.
In her detailed blog, Dr. O’Reilly discusses how oral presentations not only enhance learning outcomes by allowing students to delve deeply into their subjects but also prepare them for professional realities where clear and impactful communication is essential.
Welcome to episode 4 of the Teaching Matters podcast: Can blogging be used as an effective form of assessment? The Teaching Matters podcast accompanies and complements the Teaching Matters blog, adding another space for students and staff to have conversations and debates around learning and teaching at the University of Edinburgh.
As part of this new service, my colleague, Robert Chmielewski, and I have been working on a staff training workshop in the area of blogging for teaching and learning. In preparation, we chatted to a variety of our academic colleagues who are already using great blogs with their students to find out a bit about what they do.
To wrap up the year, this editorial post celebrates the top ten viewed Teaching Matters blog posts in 2018. Interestingly, three of these posts were written in 2016, showing that the blog’s content is continually being accessed both nationally, and internationally. Their results were rather conclusive… 2.
For school administrators, these systems reduce time spent manually entering data, allowing staff to direct their efforts toward more impactful initiatives like curriculumdevelopment and community outreach. Technology also ensures compliance with enrollment regulations. There’s always more to learn.
At the same time, thought has gone into how we can support staff and students to get the most out of their blogs for research, teaching, reflection, etc. Lorna Campbell has developed a great workshop, ‘ Blogging to build your professional profile’, with a wonderful, open blog used as course material.
While many courses of this kind are excellent, there is nevertheless the danger of conveying an impression that research and teaching are disconnected. Research is something that happens upstream, where experts produce ideas. The course is designed to bridge the gap between teaching and research.
Faculty described feeling similarly unsure of curriculumdevelopment, both in terms of what prior knowledge students might have and what could be considered the “core” topics of higher education assessment. The codes were reviewed by a fourth reviewer to ensure consistency in findings and alignment with research questions.
He leads the Timely Approximations Group, which develops simplified models of complex physical systems. His research explores the application of such surrogate models in conjunction with machine learning towards tackling computational problems in a variety of applications including computer graphics, robotics and protein design.
Research-led teaching and learning This month, I have found defining research-led teaching and learning quite tricky as there seem to be a few interpretations of what it means in HE. Conversely, integrating research and teaching can be immensely rewarding for academics.
Credit: Pixabay In this progressive blog post, Dr. David Reid, the Remote Laboratories Experimental Officer at the School of Engineering, University of Edinburgh, explores the transformative potential of using learning analytics for effective formative feedback in educational settings.
Credit: Pixabay In this captivating blog post, Dr. Yoko Matsumoto-Sturt, a Lecturer in Japanese Studies at The University of Edinburgh, introduces an innovative approach to humanities education through her course, “Supernatural Japan: Doing Japanology through Yokai.”
Robbie’s written blog that follows highlights the key messages that the video aims to make visible. Educational Action Research. Designing the course so that it is delivered locally , at Woodlands, provides enhanced and unique learning opportunities as a result of deep immersive experiences in landscapes. 22(1), 39-56.
It is difficult to draw just one conclusion from the research I have read. Qualitative research done by James Lamb, Centre for Research in Digital Education at the University of Edinburgh, highlighted some of the things that still makes students turn up to their lectures: the human element. So, what does this mean? Traphagen, T.,
Image Credit: Pixabay In this post, Dr Noel Entwistle introduces crucial insights gathered from his research into student learning dynamics at The University of Edinburgh. Some of these came from research into curriculum design, ways of teaching, and the learning experiences of students.
Once again, the Edinburgh Fringe is upon us, and this month Teaching Matters is very excited to present blog post contributions from staff and students performing at the Cabaret of Dangerous Ideas (CoDI), as part of the Fringe. Being an intern here on the Employ.Ed Dr Cathy Bovill who focusses on student engagement.
Indeed, often it can be difficult to delineate exactly what is co-creation of the curriculum and where these projects are taking place. Co-researching co-creation of the curriculum: Reflections on arts-based methods in education and connections to healthcare co-production. Teaching in Higher Education , 1-18.
This week sees the launch of the second instance of the Introduction to Social Research Methods MOOC (Massive Open Online Course) on the edX platform. Known as ‘ SOCRMx ’, this course is free and openly accessible to learners across the globe, and provides eight weeks of stimulating materials related to conducting social science research.
This month’s blog posts offer some reflections, conversations and examples of practice where these challenges are being addressed. We are also looking forward to next month’s Teaching Matters issue, which will feature blog posts written only by University of Edinburgh students! Happy reading!
I love academic blogging. There are so many constraints and traditions in academia that I think blogs give us a place to experiment freely with how we conduct our core business of being an academic: discovering, developing and sharing knowledge.
Indeed, as the drive for scholarly research to become ever more Open Access gathers pace, Wikipedia will increasingly become the digital gateway to this research. More details of these projects can be found on my blog: A smorgasbord of Wikimedia projects to choose from: not just Wikipedia!
Image Credit: Pixabay In this post, Prof Noel Entwistle introduces crucial insights gathered from his research into student learning dynamics at The University of Edinburgh. Some of these came from research into curriculum design, ways of teaching, and the learning experiences of students.
Look out for Cathy Bovill’s blog post tomorrow, which offers a brief overview of student engagement literature, and an example of an innovative student engagement inititative. Other blog posts this month will include: Student Jordana Black , an Employ.ed
Academic Support Librarians work in partnership with academic staff and with the Collections Services teams to collaboratively develop our Library collections, reflecting and driving changes to the curriculum. Collections Services are also active in working to diversify the collections which support learning and research.
Students were also introduced to reflective learning models, as tools for their regular reflective blogs. These blogs form part of their assessed portfolio where they evidence what they have learned and demonstrate how they have met the self-designed learning outcomes for the course using the SLICC framework.
A screenshot of Chenée Psaros’ lifestream blog When it comes to assessment, students are challenged to think critically about the changing nature of authorship and scholarship within digital environments (see for instance Bayne 2006; Lea 2013). References: Bayne, S. Studies in Higher Education , 31(2), 199-218. net Mar 6, 2018
In this blog post, Pooja and Ankita, SACHA alumni discuss co-creation and collaboration in course design. Ankita Chattopadhyay is a recent graduate with an MSc by Research (MScR) in Infection Medicine (Biomedical Sciences). Faculty are busy with teaching and research, making it hard to find time for collaborative curriculum design.
In comparison, the challenges for conducting interdisciplinary research seem to be at a lower level, for instance with the funding of a research grant, or as a student project – they are discrete and have clearly defined objectives. Furthermore, those resources of money and researchers, act as great enablers.
In recent years, institutions have confronted historical legacies of oppression , invested in faculty diversity , and developed retention programs for Black and Latino men , among many other initiatives. Where higher ed leaders agree (and disagree) on the biggest barriers to DEIJ progress. Activities. Activities.
I've posted this blog on my "Ethics Sage" blog as well because of the general interest in the discussion. At the secondary school level, increasingly teachers need to react to the demands of parents who want a role in curriculumdevelopment. Blog posted by Dr. Steven Mintz, The Ethics Sage, on April 4, 2023.
Seeing the imperfections, assumptions and short-cuts needed to implement research into practice is revelatory to students. Students keep a blog (≥10 weeks) and write a reflective report of their experiences. The blogs give enlightening insights into the attachments as they unfold and develop.
How can we support them to develop these capacities? To start to answer these questions, I got together with some fantastic colleagues from across the university* – including our project researcher, Rebekah Tauritz – to develop a project called “ Preparing Students to Face Wicked Problems ”. Oct 4, 2018
In the Department of Social Responsibility and Sustainability, we collaborate with researchers and students across the University, and partner with the Edinburgh Living Lab. Students work over 11 weeks to research the problem and come up with solutions, liaising with the department to ensure the context has been fully understood.
We have continued to keep an eye on new research being published in the sector in addition to commissioning and funding lecture recording research at the University through our Engagement and Evaluation group (much of it already covered in this mini-series). That’s okay.
Having just completed a secondment with the Institute for Academic Development evaluating the new ‘quecture’ approach to the flipped classroom, over two full teaching cycles, I am starting to believe that I might have something. Answers signal a full stop to thought.” I love it myself.
So this blog post is about how work within the College of Arts, Humanities & Social Sciences (CAHSS) seeks to assert, avow and attest ( antonyms of ‘negate’…) to the absolute importance of non-traditional learning. What it’s not Defining by negation is when you provide an instance of what something thing is not.
For many students – particularly mature students – MSc study is the chance to start exploring something new and fascinating, generating multiple research questions. But how can these ideas be developed after graduation? How does a student, thirsty for knowledge in a subject area they have become passionate about, progress?
Her research looks at the intersection between art and politics. Considering the accelerated change the world is currently undergoing, thoughts and ideas are always welcomed especially as we all seek to unravel the potential lessons to take away from this situation and how to incorporate them in future teaching and learning outcomes.
Credit image: unsplash, CC0, Denys Nevozhai In this extra post, Professor Mohini Gray presents important, evidence-based research that BAME students at The University of Edinburgh are not achieving the same level of degree awards as white students.
sarcastically] Well, over a four-year PhD, we deliver a year’s worth of training in innovation and entrepreneurship in parallel to the students’ research projects. OPTIMA established the first PhD with Integrated Study program that delivers a year’s worth of formally assessed training in parallel to research.
Let’s learn how CBCS improves the quality of higher education in India in this blog post. The National Assessment and Accreditation Council ( NAAC ) assessed institutions following CBCS and reported improvements in overall education quality, including outcome-based learning, research orientation, and industry relevance.
An expanding focus of educational research on how knowledge and performance are produced through interactions between people, tools, environments and systems has drawn attention to concepts such as distributed cognition* and sociomateriality**. Nerland, M., & Jensen, K.
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