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Photo credit: Pixabay, stockphoto, CC0 In this post, Professor Tina Harrison and Anne Marie-Scott write about the recent media subtitling pilot at The University of Edinburgh, and discuss the many benefits for students… At Edinburgh, we are working to improve the accessibility of our digital content for the benefit of all our audiences.
Initially, this involved building a web/blog page where students and alumni could share their experiences, dissertation research, connected projects and events, etc. Augmenting the online resource were social media channels including LinkedIn and Discord.
Tracey Madden is a learning technology advisor and Delia Georgescu works with the Digital Learning, Applications and Media team at The University of Edinburgh. In this extra post, Tracey and Delia highlight BadgEd↗️, a new open digital badge service at the university. If so, you’ve […]
Tracey Madden is a learning technology advisor and Delia Georgescu works with the Digital Learning, Applications and Media team at The University of Edinburgh. In this extra post, Tracey and Delia highlight BadgEd , a new open digital badge service at the university. Are you looking to reward learning that has previously gone unrecognised?
Future Teaching Matters themes include: Tutoring and demonstrating – April 2017 PhD experience – May 2017 Assessment and Feedback – June 2017 If you’d like to contribute a blog post, video, or other media on any upcoming themes or any teaching-related subject, let us know. Mar 1, 2017
Future Teaching Matters themes will include: Teaching beyond the programme – February 2017 Peer teaching – March 2017 Tutoring and demonstrating – April 2017 If you have an idea or story related to these themes and you’d like to contribute a blog post, video, or other media let us know.
By critically examining company policies and sustainability statements, including possible issues of greenwashing, students were encouraged to explore the opportunities and complexities of achieving sustainable development goals in different companies.
My role so far has involved working on the postgraduate and doctoral research course brochures, collecting data for the Beltane Public Engagement Network team on their website and social media platforms, and helping out with events. I also enjoyed helping out with the 3 Minute Thesis competition.
There are currently over 70 different versions of the Edinburgh Award recognising various student activities including part-time work experience, student involvement in the media, peer-assisted learning facilitation and charity fundraising.
Sabrina is working for the think tank, the German Society for International Cooperation; Joel for Full Fact, an organisation that checks claims made by politicians and the media. He now works as a researcher and writer for Full Fact – an organisation which factchecks claims made by politicians and the media.
With very little experience of the Edinburgh Fringe festival as a 2019 fresher, I decided to apply for the Cabaret of Dangerous Ideas internship, which required event promotion and social media management. Both skills I had been fortunate enough to practise at a student-led mental health charity the preceding year during term time.
ACJ is like a crowd-sourced/social media style feedback and assessment tool, which is really innovative and very powerful. Current areas of responsibility include: the Edinburgh Award, SLICCs (Student-Led, Individually-Created Courses), Making Transitions Personal and the Development Hub.
He spent the previous 25 years as an émigré Scot in London, working as a producer for a variety of video games companies, before running the MA in Interactive Digital Media at Ravensbourne College of Design & Communication, and lecturing in their Animation department. May 24, 2018
Students are encouraged to tap into other skills sets not traditionally taught in academic courses through workshops on topics such as science communication skills, visual design concepts and social media engagement.
The question is how to measure and quantify—and ultimately justify and act upon—the value of non-STEM majors to students, employers, and the governments that fund much of higher education. Student perspectives can help change that. Supply chain’ visibility. But youthful trends can turn into multibillion-dollar markets.
Before starting students should also look at the University’s guidelines for social media. In addition, there’s more advice and information on the Social Media wiki. If in doubt, check with your supervisor or a trusted mentor before applying advice you read on the internet.
Future Teaching Matters themes include: Assessment and Feedback – June 2017 Student-led learning and teaching – July/August 2017 If you’d like to contribute a blog post, video, or other media on any upcoming themes or any teaching-related subject, let us know.
Their accounts illustrate work experiences during the COVID-19 pandemic, the problems encountered, coping strategies and their knowledge of employment rights. Findings The research presents a picture in line with existing data on students’ employment during the pandemic. His monograph Media, Conflict and Diaspora (I.B.
For instance, my group had to rebrand Tesco and present our media strategy in front of everyone. The time provided afterwards to discuss how the way we worked together as a team laid the foundation for subsequent constructive evaluations of individual strengths and ways to make use of these to get the most out of set assignments.
Ben’s research expertise is in social media and has published in using technology as a support mechanism. Ben Marder Ben is a Senior Lecturer in Marketing at the University of Edinburgh Business school. He is head of year four and course organisation for undergraduate dissertations.
Branding, together with a better visual presence around the School and on social media, has brought coherence and clarity to a mixed programme of activities. Thanks to Josephine, we had bright, striking posters to promote events under the banner of ‘Let’s Gather’. Poster designed by Josephine Cahill.
We really feel like we have been able to build a community of listeners both from the academic and non-academic side of things, and it is exciting to get to listen and hear from our listeners via email and social media. This project was funded by the Student Partnership Agreement.
We’re delighted to have the opportunity to showcase some of the learnings and insights from the SACHA programme in this blog series, and look forward to your comments and suggestions about how we ensure this sort of challenge-led experiential learning continues into the new curriculum transformation across the whole University.
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