Category Archives: Uncategorized

Do mind-mapping tools help all neurodiverse students?

Ray Martin investigates… Under the DSA (Disabled Students Allowance), students may receive some form of online mind mapping (this is often Mindview) – but they don’t all use it. Some students – neurodiverse or neurotypical – prefer the physicality of … Continue reading

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Assistive technology in context #1 – dyslexia and dyspraxia

Ray Martin explains how assistive technology might help a dyslexic and dyspraxic student. Jonah is one of your ‘best’ students: wonderfully creative work that is rich in humour and considerable understanding of a variety of texts. He hands in his … Continue reading

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#creativeHEjam Monday 15 June

Originally posted on #creativeHE:
Virtually (Im)possible: Creative Ideas for Online Socialisation Activities for Induction Hello everybody, Thank you for joining us for this #creativeHE jam activity which will run across Monday 15th June -? from 09.00 until 17.00 BST. Today’s…

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Using Evernote to help with dyslexia

This post was created by PGCert participants as part of their assessment for Unit 1 of the course. The brief was to choose two specific learning needs and evaluate technologies that could help students with these needs to learn more … Continue reading

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Using LiveTranscrbe to help students with low hearing

This post was created by PGCert participants as part of their assessment for Unit 1 of the course. The brief was to choose two specific learning needs and evaluate technologies that could help students with these needs to learn more … Continue reading

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Using OneNote to help students with dyslexia

This post was created by PGCert participants as part of their assessment for Unit 1 of the course. The brief was to choose two specific learning needs and evaluate technologies that could help students with these needs to learn more … Continue reading

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Building student engagement and belonging through personal development tutoring

The university has recently introduced a new personal development policy across all UCA courses, but why have we introduced this, what does this mean for the student experience and how are we going to implement this? Why have we introduced … Continue reading

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“It is not about the mark, but the feedback experience you get”

There are often varied interpretations and understandings, held by students and academics, on what is feedback, how feedback is defined (ie difference between formative and summative) and how this can inform learning.  From the student perspective, most complaints focus on … Continue reading

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Student as consultant?

In 2014/15, the Higher Education Academy (HEA) developed a ‘Framework for partnership in learning and teaching in higher education’ as a way to bring focus to discussions about student engagement and the concept of partnership. In the framework: ‘…partnership is … Continue reading

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Inclusive fashion curriculum

We are delighted to have our first guest post from Professor Victoria Kelley, UCA’s Director of Research and Education.  Here, Victoria reflects on a recent seminar she attended on decolonising the fashion curriculum.  The speaker, Dr Elizabeth Kutesko discussed decolonising … Continue reading

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