Despite the growing emphasis on the need to improve inclusivity in higher education, it can sometimes be difficult to understand what this looks like in practice. In this webinar, Heidy Waywell and Tony Reeves will be discussing the Universal Design for Learning (UDL) framework, a set of practical guidelines to help educators provide more inclusive learning opportunities to enhance student achievement.
You might also find this quick guide to UDL useful:
There are so many digital tools that it’s hard to know which ones are useful. In this episode, Tony Reeves explains how the following digital tools that can help you and your students find and store information, and collaborate on projects:
- Twitter (for finding information)
- Feedly (for following blogs)
- Google Scholar (for finding articles)
- Diigo (for bookmarking and annotating webpages)
- Evernote (for storing notes)
- Zotero (for storing references)
- Trello (for creating and collaborating using lists)
- Slack (for collaborating on projects)
- Google Docs (for working on shared documents)
Rosie Holmes, Learning Support Coordinator at UCA Farnham, explains how she walks with her students to help them achieve a deeper level of learning and reflection.
Rosie’s recent research ‘Walking towards a more embodied pedagogy’ explores the benefits of incorporating the body and walking into teaching and learning practices in order to enable a much deeper level of learning, reflection and creativity. The historical background to walking and thinking indicates that walking has long been a highly valued activity for many philosphers, writers and artists. Continue reading
In this episode, David Anderson, course leader of BA (Hons) Advertising at UCA Farnham, discusses why he positions his students as ‘creative problem causers’. David explains how his course prepares students to question everything, and emphasises the need for greater emphasis on questioning strategies in creative education. At the same time, the discussion reveals how the uncertainty required for effective questioning can often stifle opportunities for creativity in teaching, learning and curriculum design.
Ruth Torr, Course Leader in Acting and Performance, shares the strategies she has developed to help her staff and students discuss mental and physical health to improve wellbeing and achievement.
Ruth has also kindly shared some of the presentations she uses to get students thinking about these topics:
Ian Badger, Learning and Teaching Librarian at UCA Canterbury, and Steve Dixon-Smith, Learning Development Tutor at UCA Canterbury, explain why they co-teach in many of their sessions, and how this can help with session planning, delivery and post-session evaluation.
Lisa Moore, Programme Manager in Digitisation and Copyright Compliance at UCA Farnham, explains the benefits of the Scan to Teach service and how this can help enhance the student and tutor experience.