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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. It will enhance the information available by improving and streamlining how we propose, maintain, and close courses and programmes.
Learning design is the process of designing learning experiences (planning, structuring, sequencing) through facilitated activities that are pedagogically informed, explicit, and make better use of technologies in teaching. There is also an informal Board of Studies network you can join here , which meets face-to-face twice a year.
In addition to the excellent guidance on teaching online provided by Information Services , we have a huge amount of relevant experience and expertise across the University. We will be using two new Teaching Matters Spotlight Series to share some of these insights. We’d be delighted to hear from you.
As is often the case with networks, the chatting over coffee can be as informative as the planned sessions. From our perspective as education researchers, this network certainly feels like an effective way of disseminating information on university projects and resources that can help schools develop their learning and teaching strategies.
This post is part of the Hot Topic ‘ Revisiting the Hybrid Teaching Exchange ‘ The Learning Design Service is part of Educational Design and Engagement in Information Services. Jon Jack Jon is a Learning Technology Team Manager in the Educational Design and Engagement team (Learning, Teaching & Web, Information Services).
Reading and re-reading and going to different sources of information, patterns become familiar, helping you make sense of new things that you haven’t met before, getting to see why this question is important while another one is not, or that this theory is more likely than another.
To support them through their degrees, that hub would need to contain key School information, study skills training, details of the Personal Tutor system, careers information, peer support and so on. Yes, this information is out there. Moreover, that information is not always presented in a particularly engaging way.
Participants at Learn usability session In this post, Stuart Nicol, Head of the Educational Design and Engagement (EDE) section in Information Services Group, introduces the ‘ Spotlight on Learn Foundations ‘ series. We consulted widely engaging staff and students. I hope you find their reflections interesting and helpful.
In episode 4, student guest host, Lila Pitcher (Academic Blogging Intern in Information Services), leads a discussion with Dr Nina Morris (Lecturer in Human Geography) and Dr Hazel Christie (Lecturer in University Learning and Teaching) about the benefits, and challenges, of using blogging as an innovative form of assessment.
I was really excited to be involved because it’s a service that I think offers so many benefits, both to the staff and students who use the service and the institution in general. Karen Howie Karen Howie is the Technology Enhanced Learning Team manager in the Learning, Teaching & Web (LTW) Directorate in Information Services (IS).
The projects must involve both students and staff as participants, must be linked to at least one of the partnership agreement key themes and must be completed by 1 July 2020. For more information, please email Gillian Macintosh at Academic Services. The deadline for submission of bids is Friday 25 October.
But colleagues also struggle to know where to go for information, advice, or support – reflection doesn’t typically ‘belong’ to one part of an institution and therefore sources of expertise covering diverse needs can be hard to find. That’s where the Reflection Toolkit comes in.
Starring Diploma staff, tutors and some former students and ably directed, filmed and edited by Neil Davidson and Dominic Suominem from Law School Information Services (IS), the video is a 15 minute “romp” through a Diploma workshop of the worst kind! (We Please contact me ( Emma.Greville-Williams@ed.ac.uk ) for more information.
Reading and re-reading and going to different sources of information, patterns become familiar, helping you make sense of new things that you haven’t met before, getting to see why this question is important while another one is not, or that this theory is more likely than another.
Photo credit: Andrés Ordorica In this post, Andrés Ordorica, an Instructional Designer in the Educational Design and Engagement team (Information Services), answers the most frequent question he is asked as in his job: ‘what is learning design?’…
The blog will not be assessed, but will provide a rich channel for feedback that can be used to inform later summative work, as well as being a space for staff and students to explore and develop elements of academic digital literacy and professionalism. via the comment function) with peers, tutors and guest experts.
If interested, please contact Michael Gallagher for more information. However, the course has been designed as an online experience and so we are planning to run the course fully online in early 2020, and then at intervals thereafter. References Moore, M. The theory of transactional distance. Handbook of distance education (3rd ed.,
The paper goes on in the Conclusions to note that there is still a lack of meta-analysis or systemic review of lecture recording research, and that a move towards more research informed by the learning sciences would be a fruitful direction to take: Perhaps more importantly, it is becoming clear that lecture capture research needs to be situated within (..)
Educating students about open access from the beginning of their studies, helping them understand how publishing (and library subscription) works, and how they can access open access publications, will help them develop their digital and information literacy skills immensely in their future careers.
Advice and resources (including examples) to help staff collect mid-course feedback from students can be found on the Institute for Academic Development’s website. Background information and examples for students can be found on the Student Voice webpage.
We realised that this assessment provides better information than we had ever gotten from end-of-course or mid-course feedback processes. Who knew that the way to get great feedback from students is to assess it?
If interested, please contact Michael Gallagher for more information. However, the course has been designed as an online experience and so we are planning to run the course fully online in early 2020, and then at intervals thereafter. References Moore, M. The theory of transactional distance. Handbook of distance education (3rd ed.,
Credit: Pixabay, CC0 In this post, Jill MacKay, a research fellow from the Royal (Dick) School of Veterinary Studies and the Principal Investigator leading the University’s lecture recording evaluation, shares some of the findings and conclusions from the evaluation, and poses some fundamental questions about learning and teaching… I have a confession. (..)
For those students, no matter how their teacher dressed, competence perception remained the same, though warmth increased when they dressed more informally.” But this is not the case if the student went to a high ranked university. ” 2.
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