Author Archives: lthechatteam

#LTHEchat 172: (How) Does assessment motivate students? with guest hosts Beverley Gibbs and Gary Wood

(How) Does assessment motivate students? The concept of intrinsic motivation covers a number of ideas including students recognising that they are instrumental in their own success, believing in their own ability to succeed, and developing the deep personal interest that … Continue reading

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#virtualcoffee

Following on from our very special week long #LTHEchat 170 https://lthechat.com/2020/03/11/covid19-special-edition/ we are keen to continue the support, especially with many of us now working at home alone new issue are likely to arise. ‘Social distancing’ doesn’t mean ‘social isolation!’ … Continue reading

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Q6: What are the best online spaces (digital libraries, museums, archives, online organizations, etc.) where you and your students can continue their learning beyond the classroom?

Supporting colleagues in contingency planning for Coronavirus: Covid19: A Special Edition #LTHEchat (Chat 170) Question 6 with Laura Gibbs What are the best online spaces (digital libraries, museums, archives, online organizations, etc.) where you and your students can continue their learning … Continue reading

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Q 4/5: Saturday and Sunday: A weekend of resources

Supporting colleagues in contingency planning for Coronavirus: Covid19: A Special Edition #LTHEchat (Chat 170) A weekend of resources Beginning with resources provided by Professor Patrice Torcivia Prusko, Harvard Graduate School of Education, #LTHEchat invites you to share your resources and contingency … Continue reading

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#LTHEchat 169: The Use of Exemplars in Practice with @MartinPAnderson and @helen_pittson

The Use of Exemplars in Practice What is the purpose of this week’s #LTHEchat? Exemplars represent a growing area of pedagogic interest.  Exemplars have been described as specific examples of assessment presented to students as being typical of various levels … Continue reading

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#LTHEchat 168: What can visual thinking do for you and your students?

The last decade has seen rapid and dramatic changes in the higher education landscape in the UK. The lifting of the ‘cap’ on student numbers led to increased competition between higher education institutions (HEIs) and the influence of new market forces, whilst the introduction of the OfS has seen the replacement of a relatively benign funding body, with a new sector regulator.

In this LTHE Chat session the aim is to encourage colleagues across the sector to reflect on the current position of their own institutions in relation to Curriculum Frameworks (i.e. has a perceived need for one been identified? Is a debate underway? Is a framework in place? Is it being implemented?), and to consider the potential benefits that an institutional level Curriculum Framework might bring?

Furthermore, we’d like colleagues to consider what a Curriculum Frameworks focus on? Structural reform or consistency, regulatory consistency, innovative approaches to learning and teaching, student co-creation, or inclusivity? Or a combination of all of these things? What are the obstacles and constraints encountered elsewhere or likely to inhibit such developments and how can these be overcome?

Who should be the key stakeholders, collaborators and/or champions? How can buy-in be secured, not just from senior managers, but also from academic and professional services staff, and students? What are the legitimate objectives of a Curriculum Framework, and how might we measure its impact?

What may have seemed like stability has been replaced by a culture of what sometimes feels like an avalanche of rapid and fundamental changes, some of which impinge on the financial sustainability of institutions and some of which have driven major cultural changes – not least a rapid shift in student expectations of the higher education experience, and the relationship between institutions and their students. The relative strengths and performance of HEIs is now more transparent than ever, and reflected (however crudely) via published university league tables, NSS results and TEF rankings. Continue reading

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#LTHEchat 166: Microsoft Teams – A new model for communication and collaboration in education with @ChrisLearnTech

The last decade has seen rapid and dramatic changes in the higher education landscape in the UK. The lifting of the ‘cap’ on student numbers led to increased competition between higher education institutions (HEIs) and the influence of new market forces, whilst the introduction of the OfS has seen the replacement of a relatively benign funding body, with a new sector regulator.

In this LTHE Chat session the aim is to encourage colleagues across the sector to reflect on the current position of their own institutions in relation to Curriculum Frameworks (i.e. has a perceived need for one been identified? Is a debate underway? Is a framework in place? Is it being implemented?), and to consider the potential benefits that an institutional level Curriculum Framework might bring?

Furthermore, we’d like colleagues to consider what a Curriculum Frameworks focus on? Structural reform or consistency, regulatory consistency, innovative approaches to learning and teaching, student co-creation, or inclusivity? Or a combination of all of these things? What are the obstacles and constraints encountered elsewhere or likely to inhibit such developments and how can these be overcome?

Who should be the key stakeholders, collaborators and/or champions? How can buy-in be secured, not just from senior managers, but also from academic and professional services staff, and students? What are the legitimate objectives of a Curriculum Framework, and how might we measure its impact?

What may have seemed like stability has been replaced by a culture of what sometimes feels like an avalanche of rapid and fundamental changes, some of which impinge on the financial sustainability of institutions and some of which have driven major cultural changes – not least a rapid shift in student expectations of the higher education experience, and the relationship between institutions and their students. The relative strengths and performance of HEIs is now more transparent than ever, and reflected (however crudely) via published university league tables, NSS results and TEF rankings. Continue reading

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#LTHEchat 164: Using media-rich ePortfolio assessments with Lydia Arnold @HarperEdDev and Duncan Cross @duncan_cross

The last decade has seen rapid and dramatic changes in the higher education landscape in the UK. The lifting of the ‘cap’ on student numbers led to increased competition between higher education institutions (HEIs) and the influence of new market forces, whilst the introduction of the OfS has seen the replacement of a relatively benign funding body, with a new sector regulator.

In this LTHE Chat session the aim is to encourage colleagues across the sector to reflect on the current position of their own institutions in relation to Curriculum Frameworks (i.e. has a perceived need for one been identified? Is a debate underway? Is a framework in place? Is it being implemented?), and to consider the potential benefits that an institutional level Curriculum Framework might bring?

Furthermore, we’d like colleagues to consider what a Curriculum Frameworks focus on? Structural reform or consistency, regulatory consistency, innovative approaches to learning and teaching, student co-creation, or inclusivity? Or a combination of all of these things? What are the obstacles and constraints encountered elsewhere or likely to inhibit such developments and how can these be overcome?

Who should be the key stakeholders, collaborators and/or champions? How can buy-in be secured, not just from senior managers, but also from academic and professional services staff, and students? What are the legitimate objectives of a Curriculum Framework, and how might we measure its impact?

What may have seemed like stability has been replaced by a culture of what sometimes feels like an avalanche of rapid and fundamental changes, some of which impinge on the financial sustainability of institutions and some of which have driven major cultural changes – not least a rapid shift in student expectations of the higher education experience, and the relationship between institutions and their students. The relative strengths and performance of HEIs is now more transparent than ever, and reflected (however crudely) via published university league tables, NSS results and TEF rankings. Continue reading

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#LTHEchat 133 – Active Learning and Christmas Festivities

Active Learning and Disruptive Pedagogies In this #LTHEChat, we would like to explore the disruptive potential of active learning.   It is probably easier to define what active learning is not, than what it is. While a concise definition for active learning remains … Continue reading

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#LTHEchat no 131 What role does news have in HE? @margymaclibrary

Wednesday 21 November 2018 Margy MacMillan, Canada. @margymaclibrary There is a persistent narrative that stigmatizes students in higher education as disengaged from the the ‘real world’, uninterested in the news, unaware of current events. Recent research, including the News Study by … Continue reading

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