Supporting student learning in 2020-21: avoiding a common misstep
One if the many important questions to have arisen during the current pandemic, is how we can effectively induct and orient students into new ways and, indeed, new modes of learning. Although this is to be very much welcomed, some of us would also want to caution against and unfortunate move people sometimes make when […]
The BAME awarding gap: what we know, what we don’t know, and how we might respond
There are so many roots to the tree of anger that sometimes the branches shatter before they bear. (from “Who Said It Was Simple”, by Audre Lorde, 1973) As part of our broader commitment to promoting equality, diversity and inclusivity (EDI) in the curriculum, we have been looking at ways of […]
Using Top Hat to increase student engagement and satisfaction
Dr Curro Martinez-Mora in the School of Business has been using Top Hat extensively in the delivery of his Intermediate Microeconomics (EC2002/EC2012) course, working closely with one of his students, Nathaniel Patel, on a Digital Innovation Partnership (DIP) project. The objectives of the project were to make use of technological tools, in particular Top Hat, […]
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 […]
Educational policy and practice: how ‘evidence-based’ can or should it be?
‘On the research side, evidence-based education seems to favour a technocratic model in which it is assumed that the only relevant research questions are questions about the effectiveness of educational means and techniques, forgetting, among other things, that what counts as ‘‘effective’’ crucially depends on judgements about what is educationally desirable. On the practice side, […]
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