Modules for the academic year 2022-2023 are now available for staff teaching on modules. This is in order to assist staff in preparing for the new academic year.
You may have noticed that a new tab has appeared on the top menu of your Blackboard screen:
If you’re enrolled as a staff member on the module in Astra then you should be able to view your modules for next academic year. If you’re not able to see a module that you are enrolled on then contact your Departmental Administrator. Students won’t be enrolled on the module until registration is complete.
If you have any queries regarding Course Copy, or need further assistance, please email elearning@aber.ac.uk.
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.
27/7/2022 Jisc, Digital storytelling: Using digital technology to capture and share stories that will impact on audience and storyteller alike (2-part workshop)
Nicholson, S. (n.d.), Introduction to EscapeIF Website, Educational Storytelling for Low-resource Classrooms (toolkit and 5-minute video), EscapeIF Because Play Matters
Subscribe to SEDA’s mailing list for email discussions about educational development and emerging teaching practices. This is one of the sources I use when identifying useful material for the Roundup.
Follow University of Birmingham’s Higher Education Futures institute HEFi on Twitter for daily posts with links to pedagogical literature and more. This is one of the sources I use when identifying useful material for the Roundup.
Join the #LTHEchat on Twitter Wednesday nights for one hour of lively discussion about learning and teaching in HE.
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.
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.
20 & 27/7/2022 Jisc, Digital storytelling: Using digital technology to capture and share stories that will impact on audience and storyteller alike (2-part workshop)
Academic Practice and Technology (APT) Conference 2022, Shaping Academic Practice through Diversity and Flexibility: Pre-recorded presentations (short video clips) and Keynotes (including 1-hour video from Cate Denial)
Subscribe to SEDA’s mailing list for email discussions about educational development and emerging teaching practices. This is one of the sources I use when identifying useful material for the Roundup.
Follow University of Birmingham’s Higher Education Futures institute HEFi on Twitter for daily posts with links to pedagogical literature and more. This is one of the sources I use when identifying useful material for the Roundup.
Join the #LTHEchat on Twitter Wednesday nights for one hour of lively discussion about learning and teaching in HE.
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.
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.
20 & 27/7/2022 Jisc, Digital storytelling: Using digital technology to capture and share stories that will impact on audience and storyteller alike (2-part workshop)
Irvine-Bell, D., Wooff, D., Tasler, N. (5/7/2022), The National Teaching Repository: global reach and Impact, Advance HE News, “The National Teaching Repository (NTR) was born out of the desire to facilitate a space for proven and successful teaching materials to be disseminated whilst ensuring that the original authors can evidence the reach and impact of their work in the process”
Subscribe to SEDA’s mailing list for email discussions about educational development and emerging teaching practices. This is one of the sources I use when identifying useful material for the Roundup.
Follow University of Birmingham’s Higher Education Futures institute HEFi on Twitter for daily posts with links to pedagogical literature and more. This is one of the sources I use when identifying useful material for the Roundup.
Join the #LTHEchat on Twitter Wednesday nights for one hour of lively discussion about learning and teaching in HE.
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.
Hi! I’m Joseph and I will be working with the LTEU team on analysing and disseminating the results from the Students Digital Experience Insights Survey 2022. As the digital experience has become integral to the continuation and development of student learning this survey allows us to understand how the implementation of digital systems has affected students. As a student who went through the introduction of these newer systems, I have experience and a firm grasp of the student perspective. This will allow me to better analyse and place these results.
When I first was deciding upon universities, I had three I wanted to apply for and was able to make it to the open days of two of these. However, due to travel issues I couldn’t attend the Aberystwyth open day. When finally deciding which one to choose I realised both my sisters were attending those other two universities, so in order to have a lot more freedom I chose to apply for Aberystwyth and only saw it for the first time just before my first lecture.
Despite me not knowing anything about Aberystwyth I fell in love with it throughout my degree and thoroughly enjoyed my joint course. I’ve learned to not only create rigid and complex essays on English literature but also how to plan and setup a filming area entirely on my own (Camera Included). I also became the president for an academic society for a department I’m not a part of. This gave me a lot more insight into other degree schemes and student opinions as I found each department has very distinct and varying perspectives to their learning.
Throughout filming escapades and society committees I’ve learned great cooperative skills and filled in various positions in group dynamics in order to be more effective. I’m hoping to carry these skills over when working with the LTEU team in order to facilitate the detailed analysis of the Students Digital Experience Insights Survey 2022 as well as aiding the team with suggesting ideas and helping in the planning of projects.
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.
20 & 27/7/2022 Jisc, Digital storytelling: Using digital technology to capture and share stories that will impact on audience and storyteller alike (2-part workshop)
Sambell, K., Brown, S. & Adamson, E. (23/2/2021), Engaging with feedback processes in workplace settings: using student expertise to co-create resources to foster first-year students’ feedback literacy development, Student Engagement in Higher Education Journal
Sambell, K. (n.d.), Feedback During Student Placements (Nursing) – featuring downloadable cards, Prof Kay Sambell: Kay Sambell’s learning, teaching and assessment (AfL) in HE website
Subscribe to SEDA’s mailing list for email discussions about educational development and emerging teaching practices. This is one of the sources I use when identifying useful material for the Roundup.
Follow University of Birmingham’s Higher Education Futures institute HEFi on Twitter for daily posts with links to pedagogical literature and more. This is one of the sources I use when identifying useful material for the Roundup.
Join the #LTHEchat on Twitter Wednesday nights for one hour of lively discussion about learning and teaching in HE.
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.
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.
Gamification versus Game-based Learning, Student Online (dis)engagement, Netnographic Analysis of Duolingo, Digital Culture and Education, 14(3)
Merry, K. (1/6/2022), Ask The Expert Part II: Approaching UDL Assessment (15-minute video recording), Talking Learning and Teaching video series “In this video, Kevin shares his top tip for UDL assessment.”
Nicol, D. (1/6/2022), “Turning Active Learning into Active Feedback“, Introductory Guide from Active Feedback Toolkit, Adam Smith Business School, University of Glasgow, National Teaching Repository
Open University Learning Design Team (n.d.), Resources, OU Learning Design Team Blog
Subscribe to SEDA’s mailing list for email discussions about educational development and emerging teaching practices. This is one of the sources I use when identifying useful material for the Roundup.
Follow University of Birmingham’s Higher Education Futures institute HEFi on Twitter for daily posts with links to pedagogical literature and more. This is one of the sources I use when identifying useful material for the Roundup.
Join the #LTHEchat on Twitter Wednesday nights for one hour of lively discussion about learning and teaching in HE.
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.
Do you hold any category of HEA Fellowship (awarded by Advance HE)?
This may be Associate Fellow (AFHEA), Fellow (FHEA), Senior Fellow (SFHEA) or Principal Fellow (PFHEA).
If so, many congratulations! Your fellowship “demonstrates a personal and institutional commitment to professionalism in learning and teaching in higher education.” (Advance HE, Fellowship)
As part of our annual data returns, we need to make sure that we have records of all categories of fellowship holders. You can do this yourself by updating your ABW record. If you gained fellowship in another institution, you should also update your records with Advance HE to reflect your current post at Aberystwyth University.
Update your ABW record
Make sure that your ABW correctly records the category you currently hold. Remember to update your record if you are awarded a new category of fellowship.
Make sure you are on the Your employment tab from the menu on the left.
Go to Personnel Information in the Your Employment column.
Go to the HESA tab.
Once there, scroll down until you reach a series of fields labelled as Teaching Qualification.
Click on the downward arrow on one of the Teaching Qualification fields.
A dropdown list will open that includes several options that begin with Recognised by Advance HE as a….
Select the appropriate fellowship category.
Do not forget to click the Save button at the bottom of the screen.
My Advance HE
If you gained fellowship at another institution and have moved to AU, update your My Advance HE record to show your new Employer Relationship with Aberystwyth University.
Login to My Advance HE with your Advance HE username and password. If you don’t know your password, you use the link on the login page to reset it
Click on My Profile
Click on Update Profile
Scroll to the bottom of the page and click on Create new employer relationship
Add the details of your new job at Aberystwyth University
You can also edit the details of any previous posts (eg to add an end date) by clicking on the downwards arrow next to that post and selecting Edit.
Click on Submit
And of course, if you are interested in applying for another fellowship category, you can apply for AFHEA, FHEA and SFHEA through the ARCHE scheme.
We are pleased to announce this year’s annual learning and teaching conference keynote (12-14 September 2022).
Kyra Araneta, Jennifer Fraser, and Moonisah Usman from the University of Westminster will be joining us virtually for their keynote speech, Navigating power lines: Developing principles and practices to support socially just student : staff partnerships.
In this keynote Kyra, Jennifer, and Moonisah will be discussing their successful staff-student partnership projects.
Session Abstract
For many of us universities and classrooms are sites of possibility (hooks, 1994) that we invest with hopes for different futures for students and ourselves. They are also sites of tension as we navigate complex relationships and power dynamics. How we live education for liberation has become even more pressing in recent years with mobilisations for Black Lives Matter and calls to decolonise universities. In Power Lines: On the Subject of Feminist Alliances Aimee Carrillo Rowe asks ‘How do we build power lines that connect us to others in, through, and for justice?’ (2008, p. 2). Our keynote engages with this question to explore how we develop principles and practices to support socially just student : staff partnership relationships. We argue that, if designed for social justice, partnerships can create anti-racist and decolonial atmospheres (Bell, 2018) that become sites of possibility. Using examples from our work at the University of Westminster we engage with the intersections of power, allyship, social justice and partnership to consider strategies for building programmes that centre transformative relationships. We share examples of how we have built relationships, co-created programme values and enacted these in partnership projects. To illustrate how we can build partnerships with power lines that connect us for social justice we will use the example of the Pedagogies for Social Justice Project (https://blog.westminster.ac.uk/psj/). This project is committed to centring student voices in its values, beliefs and experiences and in using these to dismantle contemporary forms of coloniality in curricula, relationships and research. We argue that partnerships are pivotal to this work as they co-produce knowledge; develop new and critical ways of understanding disciplines; and undertake sustained collaboration, experimentation and dialogue. Understanding that these are challenging and complex processes, we offer this keynote as a step in your University’s and your own journeys toward creating socially just pedagogical spaces for students and staff.
