Tag Archives: academic development

#LTHEchat 250: Digital Accessibility: it’s personal. Led by @xlearn. Wed 14th December, 8pm UK.

Digital Accessibility: it’s personal. Forgive me if this blog post is a little different from other #LTHE chat blog posts. I was looking through last week’s chat and other recent discussions about accessibility and wondering what I could bring to … Continue reading

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#LTHEchat 249 Supporting disabled students to fulfil their potential in H.E – transforming attitudes, processes and provision. Led by @DrEllieDavison, @jocopson_ and disabled students from the University of Lincoln. Wednesday 7th December 2022 at 20:00 UK.

Almost one in five Higher Education students is disabled (Office for Students, 2022a) and disabled students are statistically less likely than non-disabled students to complete their course or to graduate with first or upper second class degrees (Office for Students, … Continue reading

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#LTHEchat 248: Digital capabilities. Led by @sumingkhoo Wed 23rd November 8pm UK.

It’s been a bit of a rush to get this blog out this week as it’s that busy time of the semester, when teaching duties run up against administrative and research deadlines. Thanks to Tim Fawns for kindly swapping with … Continue reading

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LTHEchat 244: Community Co-creation of a Session or Module. Led by @hintondm Wed 19th Oct 22, 8pm BST.

On the Challenges of Designing Learning When designing teaching, learning and/or training sessions and modules we all commence with learning outcomes, official or unofficial. These provide a good statement of what our learners at the end of a set time … Continue reading

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#LTHEchat 242: Social media and identity. Led by Lenandlar Singh, Wed 5th October, 8pm UK.

Background. How does social media help you to develop as an educator? My PhD research looks at how early career researchers use Twitter for identity development. Framed around the Identity-Trajectory framework (McAlpine et al, 2014) my research explores how early … Continue reading

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#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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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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#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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