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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.
In a recent report from EAB, 71% of student success staff said their institution never or rarely encourages teams to share what they are learning about AI with their peers. Only about 20% said their institution is collecting information about how they use the technology. The post Your marketing team knows AI is the new jackpot.
The event went very well, students and staff attending enjoyed the informal nature of the evening and the opportunity to meet new members of the deanery. At the end of the evening, prizes were awarded to three lucky students whose answers were pulled out of the draw.
What do academic staff truly believe about and value in their teaching? Participate in a Universitas 21 network survey on teaching and find out more about ongoing research on teaching practices and attitudes. How do we really know what goes on inside university classrooms?
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.
Tracey is Learning Technology Advisor in Learning Teaching and Web (Information Services). In order that staff who are new ( to the University ) have a basic grounding in the use of our supported learning technology, an induction pack was developed. We are hoping that this resource will be found useful and shared widely.
In this extra post, Dr David Quinn, Lecturer in the School of Mathematics, shares his experience of supporting tutors and demonstrators, from informal support like peer support, to more formal routes such as peer observation and the courses offered by Institute for Academic Development: Introduction to Academic Practice (IntroAP) or the Edinburgh Teaching (..)
The paper is entitled “Experiences of staff new to teaching postgraduate students online: Implications for academic staffdevelopment”, and you can find it in the Journal of Perspectives in Applied Academic Practice. F urther sessions will be offered, including considering alternative assessment approaches.
Rather than simply create more information for the students to look at, the students will be encouraged to go out and collect the information that will eventually make up the interactive organisational chart. My role in staffdevelopment means that I’m not just interested in the student experience, but the staff experience too.
Encouraging meaningful student and staff engagement with the curriculum, including through co-creation of learning, teaching, and assessment. University-wide curriculum transformation and making the Edinburgh Student Vision a reality, and effectively communicating this work to students and staff.
With this, I gained little informative feedback: most students would leave it empty while others just scribbled a short its great. I usually left a bunch of post-it notes on the table with the pens (I once had a tutorial where we had to share two pens among 15 students!).
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).
Encouraging meaningful student and staff engagement with the curriculum, including through co-creation of learning, teaching, and assessment. University-wide curriculum transformation and making the Edinburgh Student Vision a reality, and effectively communicating this work to students and staff.
Stuart is the Head of the Educational Design and Engagement (EDE) section in Information Services Group. See our project updates for more information. The lessons we are learning are going to help us to be much better informed for the support we will provide the wider university next year.
In episode 5, Karen Howie (Technology Enhanced Learning Team Manager in Learning, Teaching and Web, Information Services) hosts a conversation about blogging to enhance your professional practice. She talks with University of Edinburgh staff members, Eli Appleby-Donald ( Learning Technologist at Ed inburgh College of Art) and Lorna M.
Stuart is the Head of the Educational Design and Engagement (EDE) section in Information Services Group. In this Spotlight on Learn Ultra post, Stuart Nicol provides an update on the early adoption of Learn Ultra.
Tracey is Learning Technology Advisor in Learning Teaching and Web (Information Services). In order that staff who are new (to the University) have a basic grounding in the use of our supported learning technology, an induction […].
In most cases, you want it to be courteous but informal. Experiences of staff new to teaching postgraduate students online: implications for academic staffdevelopment. Despite all its challenges, now is a great time to dive in to online teaching and (dare we say) bend a few rules and taken for granted assumptions.
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.
Blogging is particularly well-suited to writing about the professional values that inform practice as it brings together the personal and the professional and it lends itself to reflection. Blogging to enhance your professional practice is also the topic of Episode 5 of the Teaching Matters podcast (released later today).
That means, for example, as highlighted by Nichola and my colleague Megan in their post “ Quality and the Student Voice ”, doing a survey is in itself merely an information-gathering exercise. Image credit: www.sparqs.ac.uk sparqs’ student partnership staircase.
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.
If you are interested in applying for a PTAS grant, you can find information here , or contact Emily or Daphne. If you are interested in meeting with other colleagues to discuss and plan SOTL projects, you can find information about the SOTL network here.
Encouraging meaningful student and staff engagement with learning and teaching. University-wide curriculum transformation and making the Edinburgh Student Vision a reality, and effectively communicating this work to students and staff. The deadline is 5pm Monday, 16th October 2023.
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.
Making the virtual environment a welcoming place that students will want to explore, hang around and come back to is key to inducting them in the plethora of information that comes with matriculation. Each School, programme and department has their own information and signposting that contributes to a successful induction.
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.
This gives us the flexibility to provide students with all the information from a lecture, in which ever method the instructor chooses to deliver it. There is no need for them to adjust their teaching style to suit the technology.
Nursing students often tell me that they spend a lot of time on social media posting information and links, sharing photos and videos, and interacting with friends, family and others in these virtual environments. This prompted me to reflect on my own social media use, and whether I gained any value for the time I spent online.
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.
Informal conversations help build community It can be useful to provide opportunities for students to have informal conversations. You could provide a social forum for students to ask questions or just to chat informally and get to know each other.
So it details our learning and teaching-related strategies, and also covers how activities where universities across Scotland work together on a common theme have informed our policies and practices. Finally, the chapter covers how we engage, develop and support staff involved in learning and teaching.
Informal meetings were held with students prior to the VCE to discuss their perceptions, expectations and address any questions and/or concerns. Virtual profiles (headshots and brief information) were shared between pairs and small groups one week prior to the VCE for students to get acquainted.
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).
Both the undergraduate and postgraduate teaching programmes in the School of Geosciences are strongly supported by tutors and demonstrators (T&Ds) and the experience for students can be a rewarding means of developing their organisation, interpersonal and leadership skills. The system caused discrepancies and delays with payments.
So, to address these issues, last October Information Services launched a new “Academic Blogging” service , building on some existing foundations, plugging some obvious gaps, and aiming to remove as many barriers to blogging as possible.
New tutors in our School are paid to attend one, three-hour session at the beginning of the year, where they are given a mixture of practical information and pedagogical advice (with a welcome tea break half-way through!). This informal segment of training is always enjoyable, and its purpose is twofold.
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.
Course organisers are informed about which of their tutors are new to the role and asked to check in from early on. Thankfully, we gain a lot from the informal support given by experienced tutors. First steps into the classroom The immediate next experiences of our new tutors are largely outwith my control.
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.
The ‘Practice Worth Sharing’ (PWS) forum in the Moray House School of Education and Sport (MHSES) aims to promote discussion and to share information about practice that has worked well for academic/professional services staff, as well as providing opportunities to take a ‘tricky issue’ for discussion.
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. for more information. Teaching is an essential element of scholarship and enhancing teaching skills across the school and university is invaluable.
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