This week Dr Matthew Francis and Dr Nicola Gale discuss inclusive education at a research-intensive university.
This week Dr Clare Ray talks about a great way to drive student involvement and therefore engagement during lectures: Polling Technology.
This week Marios Hadjianastasis busts some myths surrounding lecture recording , and discusses the real evidence and benefits.
This week David Price talks about electronic management of assessment (EMA)
Els Van Geyte gives some tips on making international students feel more included
This week Samantha Gamblin gives some guidelines on how to consider equality and accessibility issues for programme specification
This week Yan Huo talks about sustainable assessment, and encourages the use of e-portfolios
This week Sarah King reviews a recent, HEA-commissioned literature review on assessment and feedback in higher education published in April 2017.
Els Van Geyte discusses why it is important to make our curriculum more inclusive for LGBTQ students, and how to go about it.
This week Victoria Burns encourages authenticity in assessments.
Lisa Coulson discusses the role of video-based feedback on student assessment.
Chris Ribchester considers how the use of learning spaces can affect dynamics between teachers and students.
Mike Shulver talks through building a rubric with drop-down comments in Canvas
Petia Petrova considers how best to realise the tremendous learning potential studying in a research-rich environment offers students.
Nicola Taylor introduces a Canvas-based resource to help with small group teaching
Discover the benefits of using the Canvas Conferencing tool for web conferencing, which is available to all staff and students
Dr Clare Saunders considers the growing evidence of bias in student module evaluations and asks: how can we use this evidence to educate students about the wider issue of unconscious bias?
PVC Education Kathy Armour invites contributions to the Big Conversation blog addressing what is research-intensive learning for students at the University of Birmingham; how can we ensure that, through our research-intensive teaching, every student at every level is engaged in research-intensive learning; and do we need to do anything differently to achieve our ambition for research-intensive learning?
This learning resource has been designed to provide guidance for everyone from new users right through to those wanting to refresh their abilities with Canvas.
The context for the piece is students' perceptions of feedback as something that "comes too late to be useful" and, as a result, is not acted upon. Carless aims to propose ways in which feedback becomes a dialogue between staff and students rather than a product that is delivered. In that way feedback becomes part of the curriculum design, offering regular opportunities for students to engage.