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
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.
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.
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.
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.
Both Spotlight series will include a mix of new and previously published blogs. Please use the web links #remoteteaching and #alternative assessments to share these blogs with colleagues. If you have practice to share or topics you would like to see covered please contact teachingmatters@ed.ac.uk. We’d be delighted to hear from you.
Bringing together more of the interview responses with the inventory findings provides support for the ways in which teaching and learning are being developed over the last few years in Edinburgh.
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. Remember to check out Prof Amy Tsui’s blog post summarising her key note here.
The MOOC was developed by Dr Louise Connelly, Lecturer in Academic Development and Hayley Walters, Senior Animal Welfare Veterinary Nurse, curating contributions from a wider team. She provides pedagogical advice and develops innovative approaches for CPD resources, MOOCs, and online MSc programmes.
I love academic blogging. In other words, there are lots of traditional research communiqués about the project, so in this blog I want to talk to you as if you’d just popped into my office for a cuppa and a chat. How we use recordings to facilitate that will require some experimentation, a little like this blog.
Bringing together more of the interview responses with the inventory findings provides support for the ways in which teaching and learning are being developed over the last few years in Edinburgh.
A good practice resource for staff on closing the loop on student feedback can be found on the Academic Services webpage. And you can read other Teaching Matters blog posts on mid-course feedback here: Creating space for dialogue with mid-course feedback , by Professor Susan Rhind.
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.
Photo credit: unsplash, Patrick Tomasso, CC0 In this blog post, Anne-Marie Scott, Deputy Director of Learning, Teaching and Web Service, shares summaries and thoughts from some of the most recently published papers she has been reading about lecture recording… Although we have a long history with lecture recording at Edinburgh and our own expertise (..)
For our first post in 2020, we are celebrating the top ten viewed Teaching Matters blog posts in 2019. 2 in 2018 Top Ten) As in 2018, Professor Vicky Gunn and Dr Pauline Hanesworth’s blog post still resonates strongly with viewers, as they each discuss how to bring inclusivity into the heart of disciplinary practices.
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