Are we powerless to develop student staff partnerships?
It’s a pretence. The idea that students and staff can work together in a partnership. The argument, put forward by Dr Lucy Mercer Mapstone at the RAISE Special Interest Group on Power Dynamics in Student Staff Partnerships, was convincing. I was left with the concern that ‘Student-staff partnerships’ or ‘Students as consultants’ are just […]
Decolonising the Curriculum: How is black history taught in schools?
Dr Angelina Osborne has just given a thought-provoking talk on how black history is taught in schools, and it illustrates why we need to reconsider our disciplines in terms of race and gender. Firstly, certain perspectives, contributions and forms of knowledge are lost or missing, and as such our disciplines are incomplete. And secondly, the […]
A Literal Escape Room: an experiential approach to study skills
Developed by Mark Van Der Enden, Tracy Dix, and Alex Patel The challenge and rationale… The problem with ‘study skills’ workshops are that, typically, they are boring, generic and students feel they have little relevance to them (Lea and Street, 2006; Rooney, 2016). In fact, it takes a GREAT deal of time, effort and expertise […]
Liven your lectures – engage your students with an active learning approach
Active learning is an umbrella term for learning and teaching methods which put the student in charge of their own learning through meaningful activities. They think about and apply what they are learning, in a deliberate contrast to passive learning. Research has shown that audience attention in lectures begins to wane every 10-20 […]
Supporting student learning: the limits of genericism
‘Learning in higher education involves adapting to new ways of knowing: new ways of understanding, interpreting and organising knowledge. Academic literacy practices… constitute central processes through which students learn new subjects and develop their knowledge about new areas of study. A practices approach to literacy takes account of the cultural and contextual component of writing […]
What did we ‘discover’ at our conference on 29 June
Chairing a successful conference on learning and teaching in my first six months at the University, while I’m still becoming familiar with custom and practice here, was never going to be easy. Particularly not in the throes of institutional transformation and a shifting position in the league tables. One thing that I was clear about as I […]
Reflections: a panel debate on the challenges and opportunities of lecture capture
The following questions and answers are taken from a panel debate on the challenges and opportunities of lecture capture, using questions submitted by participants during LLI’s Focus on Learning, Teaching and Assessment day. The debate was chaired by Jon Scott, Pro-Vice Chancellor (Student Experience) and the panel members were Alex Mitchell (Students’ Union Education Officer Elect), […]
Reflect: lecture capture launch
As part of the Leicester Learning Institute’s ‘Focus On’ events, Reflect, the University’s new lecture capture service, was launched. Staff were given an opportunity to ask questions about the new system, try it out and discuss the challenges and opportunities offered by lecture capture. In the afternoon, there was a chance to experience lecture capture […]
Focus on assessment
The Leicester Learning Institute (LLI) hosted what proved to be a lively and engaging ‘Focus on’ event, from Tuesday 12 to Thursday 14 April. Tuesday’s sessions focused on assessment and feedback… It can often seem difficult to move away from tried and tested methods of assessment, such as exams and essays, especially when student […]
Learning or teaching – where do we begin?
Welcome to the Leicester Learning Institute blog. Over the coming months, members of the LLI and associates will be contributing ideas to inspire deeper thinking about what it is that we do in Higher Education teaching. Our intention with the blog is to provide a regular short input on teaching and learning matters, delivered direct […]
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