The 2024 iteration of the annual ESLTIS conference was hosted by the University of St. Andrews with a broad theme of ‘Enhancing Student Learning Through Innovative Scholarship.’ In reality, the two days of the conference covered a wide range of issues both from the...
In this blog, Sarah Dyer and Lauren Starr describes a recent workshop held as part of Project Shift. Project Shift is a co-design project where the Humanities eLearning team are working with academics and professional services colleagues to create the support that will be offered in the move to using Canvas as our Central Learning Environment (CLE).
Sofia Izquierdo Sanchez and William Tayler discuss how they integrate Instagram as a complementary tool to their teaching to introduce research-led teaching activities, increase student engagement, and relate teaching to students’ real lives in economics education.
The Learning Design team have supported a number of units and programmes across the faculty. In this post we share some examples and feedback from academic colleagues.
Inspiring a large cohort with varying levels of understanding can be challenging. Mario Pezzino (SoSS) explains how co-creating and co-delivering alongside students boosted student engagement and trust in the syllabus.
Craig Thomas (SEED) used virtual reality headsets in a seminar setting to engage students in an immersive outer space experience.
Ekaterina Kazak (SoSS) highlights the use of automated programming assessments with Gradescope to address the challenges of manual marking and provide timely feedback to economics students.
Sarah MacQuarrie (SEED) used Virtual reality headsets as part of a lecture based around visual perception. Students used an app called ‘Notes on Blindness’, an immersive, interactive storytelling experience which creates a cognitive and emotional experience of blindness.
Stephanie Sodero (SALC) challenges students to distil a key point from their research essays into a creative project designed for a target audience.
MIE lecturer and unit lead Kelly Burgoyne (SEED) went from peer assessment sceptic to champion as she developed and supported a peer assessment as learning approach on her 3rd year UG unit.
