Has a student approached you and asked why you were making it difficult for them to read your digital learning resources? It happened to me a few years ago, working as an E-learning Designer and Developer. The contact came by way of a telephone call to my desk after a particularly stressful week completing the … Continue reading “How can you make your digital learning resources more accessible and inclusive? Ian Wells (Educational Enterprise)”
I teach a core third year module on quantum mechanics – not surprisingly the majority of the time is spent developing the formalism, which is ‘beautiful’ mathematically – and conceptually challenging. The extraordinary physics breakthroughs we study were mostly achieved by (now dead) white men: till last summer I had just recognised these truly impressive … Continue reading “Inclusivity and Quantum Mechanics?”
Yesterday the Organisation for Economic Co-operation and Development (OECD) published a report that argues that in our quickly changing modern world, education cannot prepare for the future using only lessons of the past.
It highlights global mega-trends and how they will influence higher education.
For the full report please click here.
Writing your article Get your point across quickly and concisely. Try and get your article to about 500 words, if you can create impact with less, even better but this is a good target. You may want to use minimal words and use multimedia instead such as images or video. The first paragraph is vital … Continue reading “Writing a blog post – by Adam Matthews (External Relations)”
This term’s theme for the Big Conversation is Digital Education. Over the next ten weeks, you will have the opportunity to discuss and reflect on a range of articles around the Digital Education debate. This takes us to the inaugural HEFi conference on the 29th June at which the Birmingham Digital Education team within HEFi will … Continue reading “The Digital Education Debate – by Jane James (HEFi)”
There is a divide in the academic world between those for whom equations and mathematical expressions are their primary tools, and everyone else! Pure and applied mathematicians, computer scientists, physicists and many computational biologists (for the purposes of this blog post I will refer to all of us as mathematicians for short) typically find that … Continue reading “Accessible equations – by Dave Smith, School of Mathematics”
Chris Millward has been appointed as the new ‘Director for Fair Access and Participation’ at the Office for Students (OfS). He is visiting our University later this week, and I wondered whether staff or students had any questions that I might put to him on your behalf? The OfS is positioned as a regulator with considerable … Continue reading “Do you have any questions for Chris Millward, the new Director for Fair Access and Participation’ at the Office for Students? (by Kathy Armour)”
Birmingham Digital, I think, is rightly a major theme of this round of the Big Conversation. In a previous piece I outlined a healthy scepticism about the use of technology in Higher Education. In this post, I consider a particular digital issue – the use of ‘teaching films’ in distance- and blended-learning programmes. We … Continue reading “The use of Teaching Films in blended and distance learning: Is good engagement good learning? By Tom Harrison”
Dear Colleagues I look forward to discussing the issues around ‘research-led’ teaching and learning at the Teaching Academy Conference on the 4th July. I am planning to launch a series of conversations on this topic in the autumn – so please feel free to start blogging as a follow up to the Teaching Academy session. … Continue reading “Research-led/intensive/informed-teaching/learning etc… By Kathy Armour”
At the School Away Day today, Prof. Kathy Armour spoke of the challenge made at a recent meeting by a banking executive for the University to change in order to address the expectations of Generation Z with regard specifically to choice and involvement. This prompted the thought: How do businesses engage in training? Indeed, how … Continue reading “Intensive courses as learning models (Hugh Houghton, CAL)”