As leader of our PGCTHE programme, I keep an eye out for resources to help staff teach effectively. These include webinars, podcasts, online toolkits, publications and more. Topics include active learning, online/blended teaching, accessibility/inclusion, and effective learning design based on cognitive science. Below I’ve listed items that came to my attention in the past week. In the interest of clarity, our policy is to show the titles and descriptions in the language of delivery.   

Online events and webinars

• Ongoing MOOC, Open University, Scholarship of Teaching and Learning in STEM
• Ongoing MOOC, University of Derby, Flexible Learning Toolkit
• 6/10/2021 Transforming Assessment, Using video in assessment and feedback
• 11/10/2021 Danish School of Education, What is it like to be a Playful Academic, and how can we forge ways to get there?
• 13/10/2021 Association for Learning Technology, ALSIG Webinar Series: ABC learning design online
• 13/10/2021 Tile Network, Supporting Neurodiversity in Education
• 13/10/2021 Blended Learning Consortium, Higher Education Blended Learning Consortium University Launch Event
• 19/10/2021 European University Association DigiHE, Developing a high-performance digital education ecosystem: strategy and organisational culture
• 20/10/2021 UDL UK and Ireland Network, Institution-wide approaches to embedding Universal Design for Learning
• 20-21/10/2021 QAA, Quality Matters 2021 “Quality Matters is an annual student-focused event providing an introduction to student engagement in quality assurance and enhancement and preparing student representatives for the year ahead”
• 21/10/2021 Active Learning Network, Developing expectations for peer learning
• 21/10/2021 Future Teacher Webinars, The wonderful world of webinars
• 21, 25, & 26/10/2021 Cradle Symposium, ‘What is assessment for inclusion? Problematising inclusion, equity, and access in higher education assessment’ and Panel Session – Big questions and ideas in inclusive assessment
• 23-25/11/2021 21C Student Curriculum Partners at Western Sydney University, National Students as Partners Roundtable 2021
• 25/11/2021 Active Learning Network, Digital Reading: affordances for active and collaborative reading from screens
• Multiple dates through 2/2022 AdvanceHE, Inclusive learning and teaching workshop series

Resources and publications

• Agarwal, P. K. (2021), Recommended Books on the Science of Learning, Retrieval Practice
• Bovil, C. (30/9/2021), Better outcomes for students = build community, University of Edinburgh Teaching Matters Blog
• Chakraborty, D., Soyoof, A., Moharami, M., Dwi Utami, A., Zeng, S., Ngo, C.-L., Hradsky, D., Maestre, J.-L., Foomani, E. M. & Pretorius, L. (2021), Feedback as a space for academic social practice in doctoral writing groups, The Educational and Developmental Psychologist
• Gagne, A. (30/9/2021), Making Accessibility Accessible: Countering The “That’s Too Much Work” Narrative, OLT Faculty Development
• Higher Education Futures institute, University of Birmingham (n.d.), Large Group Teaching Techniques Menu
• Kennedy, E. (29/9/2021), #Take5 #63 Design Sprints for Developmental Learning, LMU Take5 blog
• Kingsbridge Research School (22/5/2021), From Expert to Novice – Jon Eaton: How do we convey expert thinking to our novice learners?, Research Schools Network
• Nelms, A. A. & Segura-Totten, M. (1/1/2019), Expert–Novice Comparison Reveals Pedagogical Implications for Students’ Analysis of Primary Literature, CBE Life Sciences Education 18, 4
• Pedagodzilla Podcast (29/9/2021), The Pedagodzilla Open Mic Night (Ft. Gamification) (audio recording 1 hour)
• Pedagogies for Social Justice Podcast series, University of Westminster
• UCL Press open-source books on education
• Vines, C. (23/9/2021), altc21 Resources Openly Accessible, Association for Learning Technology Annual Conference, “The full recorded online programme and session recordings are now available openly to all.”
• Wolf, L. G. (21/1/2021), ‘Presence’ in an online Teaching Environment
• Wolff, C. E., Jarodzka, H., & Boshuizen, H. P. A. (1/8/2017), See and tell: Differences between expert and novice teachers’ interpretations of problematic classroom management events, Teaching and Teacher Education, 66, 295-308.

Please see the Staff Training booking page for training offered by the LTEU and other Aberystwyth University staff. I hope you find this weekly resource roundup useful. If you have questions or suggestions, please contact our team at lteu@aber.ac.uk. You may also wish to follow my Twitter feed, Mary Jacob L&T.