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In the guide, we outline four different definitions of research-led learning and teaching (adapted from Griffiths, 2004), which we are using at The University of Edinburgh: Learning ABOUT RESEARCH: Students’ learning is informed by research – the content of learning is derived from research within the field. Planet , 15(1),16-19.
Simon Varwell, Senior Development Consultant from Student Partnerships in Quality Scotland ( sparqs ), highlights the importance of ‘authentic and constructive dialogue’ in student partnership activities and gives a glimpse into the unfolding future in this area. Scotland’s StudentEngagement Framework.
Encouraging meaningful student and staffengagement 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. Sep 5, 2023
Encouraging meaningful student and staffengagement 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.
You might also be interested in the QAA event ‘StudentEngagement in Postgraduate Research Provision’ on 23 March 2016. Resources to support doctoral researchers StudentEngagement in Postgraduate Research Provision Wondering what other colleagues are doing around assessment and feedback?
180) have created a “ladder of student participation in curriculum design” that shows how studentengagement in the curriculum can range from no engagement within a dictated, staff-controlled curriculum to significant levels of studentengagement with student control of the curriculum (see below).
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.
Encouraging meaningful student and staffengagement 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.
Dr Cathy Bovill talks about her CoDI show on studentengagement… How many engagedstudents does it take to change a lightbulb? None, the lightbulb is obsolete when the students question accepted forms of lighting and co-create new more sustainable ways of living. Why do unicorns and engagedstudents differ?…
She is an Academic Developer (Learning and Teaching Enhancement) in the Institute for Academic Development, and provides pedagogical support for University course and programme design. Her interests include studentengagement, professional learning and sociomaterial methodologies. Oct 3, 2019
Building online communities can help with studentengagement and satisfaction (Lui et al, 2007). Online students can feel a sense of isolation, and a well-designed online course can help overcome this by designing activities and opportunities for them to participate in and contribute to online communities.
Dr Catherine Bovill is a Senior Lecturer in StudentEngagement, and Celeste McLaughlin is Head of Academic Development for Digital Education, and are both based at the Institute for Academic Development (IAD). Live, online teaching was new for many colleagues.
In this post, Julia Lisa, a graduate of the MSc in Environmental Sustainability, tells us how participating in the workshop that investigated the “who”, “what”, “where”, and “how” of learning and teaching at the School of Geosciences inspired her to lead her own research project on undergraduate students’ participation in the University’s Nature (..)
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. References Aitken, G., and Loads, D. and Jones, D.
Additionally, I held consultations with a number of undergraduates who provided feedback on their learning experience in history and were encouraged to nominate staff who they felt had been good tutors, had provided particularly helpful feedback for assessments, and were effective lecturers.
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.
Image Credit: The University of Edinburgh Students’ Association In this post, Natalie Hay and Erin Brown from Edinburgh University Students’ Association explain the nomination process, history and impact of the Students-Led Teaching Award.
In this post, Julia Lisa, a graduate of the MSc in Environmental Sustainability, tells us how participating in the workshop that investigated the “who”, “what”, “where”, and “how” of learning and teaching at the School of GeoSciences inspired her to lead her own research project on undergraduate students’ participation in the University’s Nature (..)
In this episode, Dr Emily O’Reilly and alumnus Andrew Strankman from the School of Biomedical Sciences discuss their fantastic research project on podcasting in education, funded by the Principal’s Teaching Awards Scheme.
In chasing these questions, Emily and Andrew are engaged in the evergreen issue of studentengagement, particularly in online education where virtual fatigue and silent drop-outs can be high. What are the kinds of podcasts that we currently have on offer? And most importantly, what do podcasts have to offer us?
In chasing these questions, Emily and Andrew are engaged in the evergreen issue of studentengagement, particularly in online education where virtual fatigue and silent drop-outs can be high. What are the kinds of podcasts that we currently have on offer? And most importantly, what do podcasts have to offer us?
She is an Academic Developer (Learning and Teaching Enhancement) in the Institute for Academic Development, and provides pedagogical support for University course and programme design. Her interests include studentengagement, professional learning and sociomaterial methodologies. Dec 20, 2018
I am presently enrolled on the Postgraduate Certificate for Academic Practice, and am writing a blog as part of the Designing Courses module. We were asked to read an article by Anna Sfard on acquisition and participation metaphors in learning, and consider how these apply to our own practice.
Photo credit: pixabay, rawpixel, CC0 This first post of the mini-series in ‘ P romoting inclusion, equality and diversity in the curriculum’ is written by Diva Mukherji, Vice President Education at Edinburgh University Students’ Association.
Stationery and writing equipment recycling project, photo by Peter Buckley In this final post for April’s ‘Sustainability in the curriculum’ series, Peter Buckley, Teaching Fellow in English for Academic Purposes at English Language Education, shares his journey with sustainability at the University of Edinburgh as a teacher with (..)
Image credit: unsplash, William Gibson, CC0 In this extra post, we share with you the Collegiate Commentary from the latest Teaching Matters newsletter: Five guiding principles from the COP26 theme.
In this post, Natalie Hay introduces the Edinburgh University Students’ Association Teaching Awards 2022, listing the Award shortlist, and setting the scene for the May-June Hot Topic: Students’ Association Teaching Awards 2022. Natalie is the Academic Engagement Coordinator at Edinburgh University Students’ Association.
She is an Academic Developer (Learning and Teaching Enhancement) in the Institute for Academic Development, and provides pedagogical support for University course and programme design. Her interests include studentengagement, professional learning and sociomaterial methodologies. Nov 5, 2019
She is an Academic Developer (Learning and Teaching Enhancement) in the Institute for Academic Development, and provides pedagogical support for University course and programme design. Her interests include studentengagement, professional learning and sociomaterial methodologies. Apr 2, 2019
She is an Academic Developer (Learning and Teaching Enhancement), and a Senior Fellow HEA, in the Institute for Academic Development. Her interests include studentengagement, sharing practice, professional learning, and sociomaterial methodologies. Jul 6, 2023
Additionally, I held consultations with a number of undergraduates who provided feedback on their learning experience in history and were encouraged to nominate staff who they felt had been good tutors, had provided particularly helpful feedback for assessments, and were effective lecturers.
She is an Academic Developer (Learning and Teaching Enhancement) in the Institute for Academic Development, and provides pedagogical support for University course and programme design. Her interests include studentengagement, professional learning and sociomaterial methodologies.
Dr Cathy Bovill who focusses on studentengagement. Her blog post will be exploring some of the highs and lows of teachers’ attempts to motivate students and make learning more exciting and engaging. David Mountain explaining the problem with patriotism, and how it is illogical, dangerous and a waste of time.
Credit: Pixabay, rory3822, CC0 In this post, Joanna Fairweather, a HR/OD Partner in the Learning and Development Team, writes about staff members’ experiences as students, and the importance of engaging all members of the University as lifelong learners.
Media Hopper Replay student helpers This, the final post in our lecture recording mini-series , is devoted to the views and thoughts of our students – the recipients of lecture recordings.
Photo credit: Allan Bovill In this post, Vikky Park, a final year veterinary student at the Royal (Dick) School of Veterinary Studies, shares her experiences of attending the University of Edinburgh’s Learning and Teaching Conference… This summer, I was able to attend the University’s first Learning and Teaching Conference for staff and (..)
Photo credit; unsplash, Nicole Honeywill/Sincerely Media, CC0 In this extra post, Ross Anderson, a fourth year Astrophysics student, and Thomas Gant, a fourth year Mathematics student, discuss their involvement as research assistants on the ‘Classroom Practices and Lecture Recording’ project, funded by the Principal’s Teaching Award (..)
The main image of the Nitrogen MOOC – in Hungarian. In this post, Dr Andi Móring, from the School of GeoSciences , presents the University’s first ever Hungarian MOOC… On 1 st of October, 2018 the first ever Hungarian MOOC (Massive Open Online Course) was launched by the University of Edinburgh on the EdX platform.
The podcast invites students and staff to engage in topical conversations, which are recorded and edited as podcast episodes. In general, the podcast topics will align with the Teaching Matters’ mini-series, but will also aim to capture other important discussions across the University around learning and teaching.
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