Learning and Teaching |
Engaging Students in Solent's Learning Design Framework |
This resource presents a practical guide and advice on how you can support students in engaging with our Learning Design Framework |
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Inclusive Real World Curriculum Framework Accessible Graphic |
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Teaching Excellence Framework Submission |
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Systems Development |
Services and Systems |
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PEP Resources |
Wood, P. and Cajkler, W., (2017). Lesson study: A collaborative approach to scholarship for teaching and learning in higher education. Journal of Higher Education, pp. 313-326 |
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Carroll, C., and O’Loughlin, D., (2014) Peer observation of teaching: enhancing academic engagement for new participants, Innovations in Education and Teaching International, 51:4, 446-456 |
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Hendry, G.D., and Oliver, G.R., (2012) Seeing is Believing: The Benefits of Peer Observation. Journal of University Teaching and Learning Practice, 9(1) |
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Byrne, J., Brown, H., and Challen, D., (2010) Peer development as an alternative to peer observation: a tool to enhance professional development. International Journal for Academic Development |
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Gosling, D., and O'Connor, K.M., (2009) Beyond the Peer Observation of Teaching, SEDA, Paper 124, August 2009 |
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Shortland, S., (2004) Peer observation: a tool for staff development or compliance? ?, Journal of Further and Higher Education, 28:2, 219-228 |
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Supporting you in your Role |
Course leaders academic calendar |
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Academic calendar |
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Empty academic calendar |
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SLTI Publications |
Dialogue Journal 2016-17 |
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Dialogue Journal 2017-18 |
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L&T Publications from across Solent |
Negotiating change via third space working |
In this chapter draft, Julie Hall reflects on the role of third space professionals in higher education, in how actively blurring boundaries across teams can disrupt dominant discourses and transform learning and teaching cultures. |
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Resources |
76 Active learning strategies |
Collated by Matt Johnson (2021), Academic Lead for learning and teaching, Solent Learning and Teaching Institute |
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Tips for staff from students |
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Quercus golden rules |
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Optimising student engagement |
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Student tips on attendance and engagement |
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Quality and standards conditions |
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Sector-recognised standards |
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How to give effective peer feedback |
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How to learn from your feedback - a guide for students |
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SLTI Concept Notes |
SLTI: Authentic Assessment |
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SLTI: Coherent Course Design |
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SLTI: Creating Inclusive Courses |
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Coming soon! Inclusive Course Design Case Studies |
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SLTI: Work-Integrated and Enterprising Learning |
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Being a Module Leader |
Workshop 1: Being a Module Leader |
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Give feedback! (2 mins) |
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Module data and engagement |
Activity 3: informed consent |
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Give feedback! (2 mins) |
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Quality and consistency for modules |
Designing for Diverse Learners |
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Give feedback! (2 mins) |
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Assessment and feedback |
Assessment planner |
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Feedback planner |
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Give feedback! (2 mins) |
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W1: Being a Level Leader |
Level Leader - expectations and behaviours |
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Solent Access and Participation Plan (APP) |
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Learning Dsign Framework (LDF) and Inclusive Real-World Curriculum (IRWC) |
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Give feedback for this workshop! (2 minutes) |
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W2: Building inclusive communities |
Give feedback (2 minutes)! |
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W3: Data for Level Leaders |
Tableau dashboard |
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Continuation and attainment dashboard |
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Give feedback (2 minutes)! |
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W4: Supporting Students at Risk |
Student Hub |
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Student Achievement Team |
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Give feedback! (2 mins) |
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W5 Effective Student Representation |
Give feedback! (2 minutes) |
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Solent Learning Teaching and Research Conference June 2023 |
Registration link |
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Submission form |
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Information for presenters |
Conference registration link |
Register your attendance via the registration link, which is open between 2 May and 12 June. |
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Poster and full presentation final submission |
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Guidance on academic posters |
Need guidance on how to create and design an
academic poster? The Learning Design Team at the Education Office have created helpful
information - (you must enrol in the course and go to ‘Posters and Infographs’). |
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Guidance on presentations |
Need guidance on how to create, design and deliver a great presentation? The Learning Design Team at the Education Office have created helpful
information (you must enrol in the course). |