Author Archives: Nathalie Sheridan

So Long and Thanks for all the Fish

Dawne and Nathalie want to say thank you everyone for joining us during our tenure running the LTHEchat in the first quarter of 2020! We had over 3700 blog visits in March and are delighted to have been able to … Continue reading

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LTHEchat Easter-Egg

For accessibility the links are also listed below: Free Virtual Museum Tours and Exhibitions 12 Virtual Museum Tours https://www.travelandleisure.com/attractions/museums-galleries/museums-with-virtual-tours Open Culture Article with various links to Chinese Museums that have gone online due to shut down http://www.openculture.com/2020/03/chinese-museums-closed-by-the-coronavirus-put-their-exhibitions-online.html Free Films and … Continue reading

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LTHEchat 173: Student and Staff Voices during a Pandemic and Online Pivot

Student (and staff) Perspectives and Feedback on current arrangements for Learning and Teaching with @suebecks, @belld17 and @drnsheridan This is the last LTHEchat before the Easter Break and given the current circumstances of remote working, self-isolation, and online pivoting we … Continue reading

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LTHEchat: 171 Learning in the Time of Covid19 – a Student’s View

As universities cancel face-to-face lectures and start to close libraries and other learning spaces, Principal Adviser for Learning and Teaching (Advance HE), Dr Kay Hack speaks to Ailbhe Kendall, a final year engineering student, about his concerns and thoughts on … Continue reading

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Q7: What aspects of your work could you undertake remotely and what aspects do you feel need to happen face to face for them to be successful?

Supporting colleagues in contingency planning for Coronavirus: Covid19: A Special Edition #LTHEchat (Chat 170) Simon is a “flipped academic” (Bruton 2012) and the director of the Centre for Innovation in Education at the University of Liverpool. He has held a number … Continue reading

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Q2. How might you use pedagogical models to construct your online teaching?

Vicki H.M. Dale, Senior Academic and Digital Development Adviser, University of Glasgow, @vhmdale  Blog Post This question focuses on the use of pedagogical or conceptual models to inform the design of online learning. Why is this important? Well, we need … Continue reading

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#LTHEchat 165: Transitions into Scholarship of Teaching and Learning (SoTL) with Linnea Soler @DrLinneaSoler and Nathalie Sheridan @drnsheridan

Transitions into Scholarship of Teaching and Learning (SoTL) What is the purpose of this week’s SoTL chat? Linnea and I are not focussing on the definitions and debates around the terminology of SoTL. We want to explore how engaging in … Continue reading

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#LTHEchat 163: The Role of Curriculum Frameworks in Higher Education with Adam Longcroft @AdamL50 and Iain Cross @iain_d_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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