A DIPtastic spread at the Medical School’s Lunchtime Seminar!
Last Tuesday (06-11-2018) the Digital Innovation Partnership (DIP) was kindly invited by Prof Liz. Anderson to present some of last year’s excellent digital enhancement projects at the Medical School’s Lunchtime seminar. Under the enjoyment of a light lunch Nicola Baker (Physiotherapy), Andrew Gulley (ODP Education) and Terese Bird, Nasif Mahmood and Vanessa Rodwell (Medical and Social […]
![Come with us if you want to live [digitally]!](https://staffblogs.le.ac.uk/lli/files/2018/11/DIP-planning-session-150x150.jpg)
Come with us if you want to live [digitally]!
With a new T-shirt (hence the Terminator reference) and a new theme (assessment and feedback) the Digital Innovation Partnership is back with a bang. Yesterday (07/11/2018) the first planning session of the Academic year took place in the brand new Digital Reading Room and saw staff and students from Informatics and Economics plan […]
Inclusivity in higher education: a learning developer’s perspective
It’s been really encouraging to see the renewed focus on inclusivity in recent weeks and months, and hopefully this will lead to real positive changes in the way we teach, assess and support learning. Here I want to outline, from a learning development perspective, what I think are important, but sometimes somewhat neglected, questions when […]
“So, can we say ‘skills’?”
As those whose unhappy lot in life it is to have to listen to me moaning on about matters educational will know, I’m not a big fan of the term ‘skills’. Or, more precisely, I’m not a big fan about how this term is often used. I’m even less keen when it’s preceded by […]
The Knowledge ‘versus’ Skills Debate, Part 1: forgetting what we know about knowledge.
One of the many poorly-framed, point-missing ‘debates’ that regularly plague contemporary education goes something like this: ‘should education be focused primarily on teaching knowledge, or on developing students’ skills?’ Even attempts to reconcile the (apparent) ‘knowledge .v. skills’ opposition with reasonable-sounding appeals to its being ‘a bit of both’ miss the main point – namely, […]
The Knowledge ‘versus’ Skills Debate, Part 2: What about ‘transferable skills’?
In the first part of this post, I discussed the need to develop more broad and inclusive understandings of knowledge and to move away from unhelpfully simplistic and reductive notions like ‘study skills’ which, it is wrongly assumed, stand somehow outside the realm of what we call ‘knowledge’. Here, I want to interrogate more closely […]
Tango for beginners
While waiting to be admitted to the room for their first ‘Tango for beginners’ class, participants chatted about their reasons for being there. Some were very keen to learn the dance and were genuinely enthused by what they believed lay ahead in the next couple of hours or so. Others had been ‘dragged’ along, more […]
Staff – Student Partnership and the European First Year Conference 2017
From the 28th to 30th of June 2017 the European First Year Experience Conference (EFYE Conference 2017) took place at Birmingham City University. Organized for the first time in 2006, the EFYE conference has been running annually ever since and is thematically focussed around improving the student 1st year experience. The 2017 edition of the […]
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 […]
Criticality, objectivity and values-neutrality
‘While it is advisable to interrogate our research to see if we’re not engaging in wishful thinking and to make sure it is capable of acknowledging possible circumstances of which we disapprove, our values need not be a problem. Sometimes… values may even have a positive effect by directing us to issues and aspects of […]
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