Monday, 25 September 2017

FW: Announcement: The Centre for Recording Achievement 4th National Tutoring Seminar and Cohort 3 of the SEDA Personal Tutoring Award


We are pleased to announce that the 4th National Tutoring Seminar will take place at Sheffield Hallam University on Wednesday 11th October 2017 between 9:45am and 15:10pm. The focus of the seminar will be on contemporary narratives of personal tutoring and academic advising including work being done by colleagues to enhance student learning and success.  A programme is attached and further details are available on our website.


Confirmed contributors include:-


Mike Laycock who wrote a SEDA Special on Personal Tutoring - Personal Tutoring in Higher Education - Where Now and Where Next?


Cathy Malone and colleagues from Sheffield Hallam University describing their successful institutional strategy to enhance personal tutoring.


Sam Dent from the University of Sheffield will talk about the HEFCE-funded RARA project - Raising Awareness, Raising Aspiration project that focuses on personal tutoring to close gaps in student attainment.


Alison Wilkinson and Ben Walker from the University of Lincoln started working on the HEFCE funded Intervention for Success project this summer, and have created a suite of materials for tutors and their tutees. They will share their work so far with participants.


All of the institutions that are subscribers to the CRA and acheived a Gold TEF Award had explicit statements about personal tutoring and academic advising in their submissions. Steve Outram has explored these statements and will share his findings with participants.


You can book onto this event by clicking the following link or by completing and returning the attached booking form.


SEDA CRA Personal Tutoring and Advising Award


The third cohort of this highly successful SEDA accredited programme will be launched at the end of this seminar where participants will be able to find out more about the programme as well as get started on it.  You can now reserve your place on this award by clicking here or by completing and returning the attached booking form. More details are available on our website.


Any queries, please contact Cath Hewson or Steve Outram.


Best wishes




Steve Outram

The Centre for Recording Achievement


   The Centre for Recording Achievement

   Unit 3B, First Floor, Pier House, Wallgate, Wigan, WN3 4AL.

   Tel: 01942 826761; Fax: 01942 834623; E-mail:










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Friday, 22 September 2017

FW: Research concerning Use and Abuse of the Student Voice


Please see details below of a free workshop to be held in Sheffield on 20th October concerning some LFHE-funded research into use and abuse of the Student Voice. If you can make it, the booking link is at the bottom of the message. Please feel free to forward to other interested colleagues. If you have any further questions about the project, please email me (Jill) directly at or the co-research lead, Stella Jones-Devitt at


With all good cheer,



Dr Jill LeBihan SFHEA Head of Student Engagement

Student Engagement, Evaluation and Research

Oneleven Building | City Campus

0114 225 5983 | |






The Use and Abuse of the Student Voice: a National one-day workshop at Sheffield Hallam University


The current climate in H.E. for lecturers, students and leaders of both of these groups can be uncomfortable. Discomfort is generated by a perception that measures such as the Teaching Excellence Framework and module questionnaires operate as proxies for evaluation of the performance of academic staff. These processes of evaluation (managers evaluating lecturers who are evaluating students who are evaluating lecturers) potentially disrupt the traditional trust between lecturers and their students that is required for effective learning.


‘The Use and Abuse of the Student Voice’, funded by a Leadership Foundation Small Development Project grant, investigates the challenges for academic leaders created by the need to develop education in the context of evaluation of teaching by students. You are welcome to share the emerging findings of our project at a national workshop on 20th October 2017 at Sheffield Hallam University. We aim to help colleagues to make best use of the student voice to recognise and support teaching excellence. We will also use workshop participants’ feedback to further define and develop the project’s leadership materials. 


The event will be of interest to staff in Higher Education involved in making use of student evaluations of teaching, and to leaders of academic staff with a commitment to using the student voice productively to inspire professional development.


The workshop is free and includes lunch.  You can register for it here .




Good summary of learning theory

Tuesday, 8 August 2017

FW: Transforming Assessment webinars next session: 30 Aug 'My course map' +recording 'Competency based assessment' [JISCmail]

1) Next session: My Course Map, 30 Aug 2017
2) Recording available: Competency based assessment, 2 Aug 2017

Please forward to interested colleagues!
All sessions at no cost.


1) Next session: 'My Course Map', 30 Aug 2017

This session explores the MyCourseMap online course mapping tool and its role in making complex curriculum more transparent to both students and staff.

Presenter: A/Prof Lisa Tee (Curtin University, Australia)

Further information and registration:

2) Recording available for 'Competency based assessment', held 2 Aug 2017

Outcomes based training and assessment supports the development and judgement of the ability of students to demonstrate a defined set of skills and attributes. A programmatic approach to outcomes-based learning and assessment describes a program of learning and assessment methods, over the duration of a course, that contribute to the development and attainment of skills and attributes. This session will focus applying a programmatic approach to assessment to ensure graduate competence.

Presenter: A/Prof Claire Palermo (Monash University, Australia)

View and download resources:

Further information:
The Transforming Assessment webinars are part of a series of free events covering a range of assessment and e-assessment topics.
Sessions are hosted by Professor Geoffrey Crisp, PVC Education, University of New South Wales and Dr Mathew Hillier, Monash Office Learning and Teaching, Monash University, Australia.
Further information on this and future events, recordings of past sessions, links to resources and participation/technical help on using the virtual seminar system can be found on our website at

Support for this activity has been provided by the Australasian Society for Computers in Learning in Tertiary Education (as the 'e-Assessment SIG'), the Australian Government Office for Learning and Teaching, University of New South Wales, Monash University and the University of Queensland. The views expressed in this publication/activity do not necessarily reflect the views of the sponsoring institutions.

Dr Mathew Hillier
Honorary Academic/Snr Lecturer
The Institute for Teaching and Learning Innovation
(was 'Teaching and Educational Development Institute'),
The University of Queensland, Australia
Substantive post:
Academic/Snr Lecturer
Office of Vice-Provost (Learning & Teaching)
Monash University, Caulfield Campus (Melbourne), Australia
Transforming Assessment

Monday, 31 July 2017

FW: Enhancing the employability of bioscience students


The Society for Experimental Biology, Physiological Society and British Ecological Society are organising a one-day employability information day on 12th September in London for those who support and advise students in the biosciences. The event features speakers working in different bioscience career sectors and aims to help university staff to find out more about how they can enhance the employability of their bioscience students. For example, we will provide information on the role of learned societies in assisting students with their careers, including offering placements, internships and employment opportunities. There will be plenty of scope for discussion and questions during the day, as well as resources to take away.


For more information and to register for the event go to: or please pass the information on to teaching colleagues or career staff who you think would like to attend.


With best wishes.



Sarah Blackford, BSc, MA CIEGHE

Head of Education & Public Affairs

Society for Experimental Biology

Bailrigg House

Lancaster LA1 4YE

+44 1524 594850


Wednesday, 26 July 2017

FW: #DEL17 Conference: EARLY BIRD ENDS 01 AUG

DEL 2017: Teaching Making/Making Teaching
University of the Arts London,14 - 15 September 2017


*Early Bird ticket rate ends on 1 August. Don't miss out!*

DEL (Digitally Engaged Learning) is an international conference exploring and evolving digitally engaged teaching and learning in art and design Higher Education. We welcome submissions from individuals and groups across all creative disciplines, working in roles including instructors, lecturers, researchers, artists and designers, support staff, instructional designers and technicians.
Themed 'Teaching Making/Making Teaching', DEL 2017 seeks to explore digitally engaged practices and processes of teaching, making and researching within the creative disciplines. By 'digitally engaged', we are referring to practices that are actively with, about or in digital tools and spaces.

The full 2017 Conference schedule is now available online.



This year there will be keynotes from:


All presenters are invited to submit their papers to UAL's open-access online journal, Spark. For details on how to submit visit our journal page.

For more information and to submit, please visit the DEL 2017 website.

DEL 17 is an international partnership with Penn State UniversityTexas State UniversityThe New School and the University of the Arts London.
General Enquiries: Claudia Roeschmann,
Subscribe to the mailing list

Tuesday, 18 July 2017

Active Learning Conference

Active Learning Conference 11 & 12 September 2017 at Anglia Ruskin’s Cambridge campus.

Afternoon of 11 September - pre-conference Master Classes in: SCALE-UP (Student-Centred Active Learning Environment with Upside-down Pedagogies), Team-based learning (TBL) and TEAL (Technology-Enhanced Active Learning).
The main conference will be opened on 12 September by Professor Mike Sharples, Chair in Educational Technology Learning and Teaching Innovation, Open University, whose keynote address will focus on ‘Designs for Active Learning’. 
The conference will link Team-Based Learning at University of Bradford, SCALE-UP at Nottingham Trent University and Anglia Ruskin University’s active learning practices as part of a HEFCE Catalyst funded project to address barriers to student success, hence the main conference is free to delegates from HEFCE funded institutions, while there is a modest £100 fee for those from other institutions.
Conference aims:
·         introduce active learning approaches through master classes;
·         share good practice in using and embedding active learning approaches in the curriculum;

·         provide opportunities to learn new skills and techniques

Wednesday, 12 July 2017

FW: Digitally Engaged Learning Conference 2017 - Early Bird rate ends 1st August


Digitally Engaged Learning Conference 2017: Teaching Making/Making Teaching

Central Saint Martins, University of the Arts London, 14 - 15 September 2017


Registration is open for DEL 2017, to be hosted at Central Saint Martins, University of the Arts London, 14-15 September 2017. For more information, visit the DEL 2017 website.


**Early bird rate ends 1st August**  


DEL (Digitally Engaged Learning) is an international conference exploring and evolving digitally engaged teaching and learning in art and design Higher Education. Themed 'Teaching Making/Making Teaching', DEL 2017 seeks to explore digitally engaged practices and processes of teaching, making and researching within the creative disciplines. By 'digitally engaged', we are referring to practices that are actively with, about or in digital tools and spaces.




This year there will be keynotes from:


·       Thomas Castro, Founder, Owner, Partner, Designer LUST/LUSTlab

·       Diana Arce Artist, researcher, and activist

·       UAL Futures student panel: Designing a Feminist Internet


For more information, visit the DEL 2017 website.


DEL 17 is an international partnership with Penn State University, Texas State University, The New School and the University of the Arts London.


General Enquiries: Claudia Roeschmann,

Wednesday, 5 July 2017




14 October 2017

Dr Lee Campbell, Lecturer in Fine Art, University of Lincoln, UK Lisa Gaughan, Director of Teaching & Learning and Principal Lecturer, University of Lincoln
Keynote: Fred Meller, Senior Lecturer, Performance: Design & Practice, Central Saint Martins, University of the Arts, London

PROVOCATIVE PEDAGOGIES: PERFORMATIVE TEACHING AND LEARNING is an international conference exploring the possibilities of the emerging field of 'performative pedagogy' and its potential as useful and applicable to enabling learning across a range of artistic and possibly other disciplines.

We welcome submissions from individuals and groups across all creative disciplines who deploy pedagogic approaches with an emphasis on performativity to drive learning. We invite papers, provocations and practical demonstrations that showcase good practice of making positive usage of performative teaching and learning.

Submitting a proposal:
• We welcome proposals for 15-20 minute papers and practical workshops (to last up to 1 hour)

Please use the following format for proposals:
• Name, institutional affiliation, contact details
• Title of paper or workshop
• 250-word paper summary (max 1 page A4)
• 50-word contributor biography
• Send proposals as a Word doc by email to Dr Lee Campbell,
at: and Lisa Gaughan,

All abstracts will undergo a peer review process to ensure quality and relevance to conference theme and ambition.

Dr Lee Campbell Ph.D., is an artist, curator and lecturer in Fine Art at University of Lincoln. His practice plays with the parameters of contemporary art that draw attention to the performative and the participative within an art historical vernacular and explore how meaning is constructed through politics of space and the politics of artist articulated through visual and verbal languages. He has published extensively in the journals/books International Journal of Performing Arts and Digital Media, Performativity in the Gallery, Body Space Technology, PARtake: The Journal of Performance as Research, and will publish in Scenario - Journal for Drama and Theatre in Foreign and Second Language Education, SPARK, and Journal of Pedagogic Development later in 2017. In August 2017, he has been invited to conduct a project at the Barbican Centre, London through their Creative Learning initiative to explore the relationship between performative pedagogy and vision impairment.

Lisa Gaughan is the Director of Teaching and Learning for the School of Fine & Performing Arts University of Lincoln. She has worked at the University of Lincoln for 12 years and taught across a number of Degree Programmes. She has a background in Community Theatre and Student Engagement initiatives. She recently led a project on Student's Engagement in Curriculum Design which she will be presenting on at the National HEA Conference in Manchester in July 2017.

Fred Meller's research interests lie in the process of making performance as a dialogical design practice. Specifically, how the principles and characteristics of Performance can be used to interrogate, explore and expand the nature of teaching and learning in the subject area. In particular, she has been researching disruptive pedagogy and relationships of power in teaching and learning and design practice.

Tuesday, 27 June 2017

Student Politics in Contemporary Higher Education:

Student Politics in Contemporary Higher Education:
Theory, Policy and Practice
Thursday, 14th September 2017
Over the last few years, there has been a heated debate over higher education governance, funding and organisation in England, resulting in recently approved Higher Education and Research Act 2017. While scholarly debate has mostly focused on the perspectives of academic communities, senior managers and policy makers, this symposium aims to shift the focus to student unions and their role in higher education politics and the sector more widely. The symposium explores the ways in which student unions have engaged with higher education politics and policies over the recent years and the contradictory space they occupy. Taking a sociological perspective, the symposium also discusses the importance of social theory in exploring politics of higher education.
Venue: Collier Room, College of St. Hild & St. Bede, Durham University, Durham, DH1 1SZ
Contact and registration: Dr Rille Raaper,

Space is limited, please register early. If you wish to book a place at this free event, please contact:
10.15-11.00 Arrival, coffee and refreshments
11.00-11.15 Welcome
11.15-12.15 Social Theory and the Politics of Higher Education
Dr Mark Murphy, Reader in Education & Public Policy, University of Glasgow
Social theory has a complex relationship with student politics and student protest. The events of 1968 are a case in point: while Jean-Paul Sartre supported the students at the barricades in Paris, over in Germany Theodor Adorno and Jürgen Habermas were critical of the revolts sweeping across universities, suggesting that radical student politics had elements of ‘left fascism’ that helped to undermine democratic institutions.
1968 is also the year often regarded as a turning point in continental social theory – a year in which the dogma of Marxist theory, especially in France, yielded intellectual territory to the postmodern turn and paved the way for
the likes of Jacques Derrida, Hélène Cixous, Michel Foucault and Julia Kristeva. This shift introduced among other things a more dispersed analysis of power and its production through various social practices – of knowledge, culture, language, the body. The certainties of the revolutionary struggle for socialism became much less certain when the institutions of the state themselves (such as universities and schools) were seen as forces of domination in their own right.
This intellectual schism is still with us today in various forms, and both of these strands of social thought still vie for space when it comes to the politics of higher education – their diagnostic power can be seen for example in critiques of marketisation and consumerism that have fuelled recent student protest across the UK. This paper will take a closer look at this theoretical debate, in particular by focusing on two key issues: the accountability of universities in a context of fiscal and political constraint; and the legitimacy of academic knowledge in a world of contested epistemologies.
12.15-13.15 Lunch
13.15-14.15 The Changing Role of Students’ Unions within Contemporary Higher Education
Prof Rachel Brooks, Professor of Sociology, University of Surrey
Despite profound changes to the higher education sector in the UK over recent years, which have tended to emphasise the role of prospective students as active choosers within a marketplace and encourage higher education institutions to place more emphasis on student engagement and representation as a means of improving the quality of the learning experience, the role of students’ unions has remained largely unexplored. To start to redress this gap, this paper draws on a UK-wide survey of students’ union officers and a series of focus groups with 86 students and higher education staff in ten case study institutions. It outlines the ways in which students’ unions are believed, by those closely involved with them, to have changed over recent years, focussing on: the shift towards a much greater focus on representation in the role and function of the students’ union; the increasing importance of non-elected officers; and the emergence of more co-operative relationships between the students’ union and senior institutional management. The paper then discusses the implications of these findings for both our understanding of the political engagement of students, and theorising student involvement in the governance of higher education institutions.
14.15-14.30 Coffee break
14.30-15.30 Students’ Unions and Consumerist Policy Discourses in English Higher Education: An Exploration of Contradictions
Dr Rille Raaper, Assistant Professor in Education, Durham University
This paper focuses on the recent Higher Education and Research Act 2017 and the consultation processes leading to the legislation. The document proposes
a Teaching Excellence Framework that aims to differentiate and reward English universities according to their teaching quality, potentially categorising universities as Gold, Silver and Bronze and adjusting tuition fee levels accordingly. While recent scholarly discussions have addressed the structural reforms, particularly the flawed metrics of measuring institutional performance, there has been less analysis of the policy in terms of its underpinning consumerist discourse. This paper will start by arguing that the reform promotes consumerist understanding of higher education, universities and students. By drawing on a small-scale project funded by the
British Academy and guided by a Faircloughian discourse analysis, I will explore the ways in which five students’ unions from England and a representative of the National Union of Students understand and respond to the consumerist policy discourses. While the unions interviewed demonstrated significant opposition to the policy and consumerist positioning of students, their critique was fragmented and often accompanied by consumerist counter arguments. The unions emphasised consumer rights as benefitting students and the unions. The reasons for a lack of consistency in the participants’ discourses will be questioned and discussed in relation to their relationship with the university management and wider student population they represent.
15.30-15.45 Summaries
This event is organised as part of the project ‘Critical Analysis of the Higher Education Green and White Papers (2015-2016): Student Representation and Response’, funded by the British Academy with the Philosophy of Education Society of Great Britain as the partner organisation. Principal Investigator: Dr Rille Raaper, Durham University.

Monday, 26 June 2017

FW: CELDA 2017 - 2nd call extension for papers

Call for Papers CELDA 2017 - Deadline for submissions (2nd call extension): 14 July 2017

14th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2017) October 18 - 20, 2017 – Algarve, Portugal

Endorsed by the Japanese Society of Information and Systems in Education

* Keynote Speaker (confirmed):
Prof. Pierre Dillenbourg, Director, EPFL Center for Digital Education, Swiss Federal Institute of Technology, Lausanne, Switzerland

* Conference Scope
The CELDA 2017 conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aims to cover both technological as well as pedagogical issues related to these developments. Main tracks have been identified please check

* Paper Submission
This is a blind peer-reviewed conference. Authors are invited to submit their papers in English through the conference submission system by July 14, 2017. Submissions must be original and should not have been published previously.

* Important Dates:
- Submission Deadline (2nd call extension): 14 July 2017
- Notification to Authors (2nd call extension): 18 August 2017
- Final Camera-Ready Submission and Early Registration (2nd call extension): Until 7 September 2017
- Late Registration (2nd call extension): After 7 September 2017

* Paper Publication
The papers will be published in book and electronic format with ISBN, will be made available through the Digital Library available at
Authors of the best published papers in the CELDA 2017 proceedings will be invited to publish extended versions of their papers in a book published by Springer.
The Conference proceedings will be indexed by ERIC - Education Resources Information Center, EBSCO and Elsevier. The proceedings will also be submitted for indexing by IET's INSPEC, EI Compendex, Scopus, Thomson Reuters Web of Science and other important indexing services.

* Conference Contact:
Web site:

* Organized by: International Association for Development of the Information Society

FW: Announcing the Grand Flexible Learning Summit...Flexibility in the post-TEF world: time for a University of Graphene?


Announcing the Grand Flexible Learning Summit…

Flexibility in the post-TEF world: time for a University of Graphene?



This Summit allows us to think the unthinkable…..what does the maximally-flexible institution look like in the dystopian post-TEF world?

Drawing on work from the emergent Flexible Learning Community of Practice (FLCoP) this summit presents a 2 hour odyssey of possibilities….

Summit participants will consider:

  • Which kinds of institutions will emerge, survive and thrive in a complex, flexible environment?
  • Where are we now and where do we want to be in relation to the flexible learning agenda?
  • Should we embrace the notion of student choice - above all others - to drive the agenda for flexible learning?
  • Which two themes should be given immediate priority for flexible learning?

After all that activity we will relax into the final part of the session which looks at opportunities to contribute to work in the sector concerning flexible learning, including:

  • Providing a romp through existing resources generated by the FLCoP including a Practice Guide, Case Studies, Webinars (also known as Flexinars) and more
  • Announcing details of the forthcoming FL Practice/Research Symposium in March 2018
  • Announcing details of support for institutions to host a themed FLCoP meeting
  • Giving details of the forthcoming Higher Education Pedagogies Journal  flexible learning special edition and how you can get your work published


Miss this Summit at your peril! Join us on Wednesday 05 July at the HEA Conference in Manchester at 2.30

Friday, 23 June 2017

FW: George Siemens to talk at the LSE 5th July 2.30pm




LSE Learning Technology and Innovation will be hosting our final NetworkED on Wednesday 5th July at 2.30pm at the LSE.


Professor George Siemens will be our final guest for the 2016/17 seminar series on 'Uncertain Futures'.  Professor Siemens is Executive Director of the Learning Innovation and Networked Knowledge Research Lab at University of Texas, Arlington and is an Honorary Professor at University of Edinburgh. He is renowned for his work on connectivism and learning in the digital age. He is also a creator of one of the first MOOC'S (Massive Open Online Course) in 2008 with Stephen Downes.  


This is a great opportunity to engage with one the leading thinkers in education and technology at this FREE event.  You can book your ticket here






Peter Bryant
Head of Learning Technology and Innovation

London School of Economics and Political Science

ALD LG - Houghton Street London WC2A 2AE
Phone: +44 (0)20 7955 6008

Twitter: @peterbryantHE

LSE Experts:





Wednesday, 21 June 2017

FW: Final Programme: Engaged Learning Conference, Sheffield, 6-7 July 2017


Reconnecting through Engaged Learning and Scholarship: Impact, Frameworks, and Practice (6-7 July 2017, University of Sheffield, U.K) 

The Diamond, S3 7RD

Keynote speakers: Professor Mike Neary (University of Lincoln) and Dr Claire Gordon (London School of Economics) 

Engaged learning and teaching can be understood as combining (inter)disciplinary knowledge with opportunities for students to learn with and from external partners, 'real-world' challenges, and experiences outside universities. At a time of political and societal change, what is the role of engaged learning and its related forms of educational practice, including service learning, authentic learning, and civic engagement in connecting with communities?

This event aims to share frameworks, projects and experiences through which engaged learning can be approached, practised, and theorised. 

The final programme (including abstracts and biographies) is now available to download here: 

If you haven't already registered, there are a few places remaining - sign up via the conference website:  

I hope to see you in July - best wishes, 



Dr Kimberley Marwood

0114 222 1351

The University of Sheffield

Project Officer, Projects and Development | Academic and Learning Services 

Monday, 19 June 2017

FW: Still Time to Register for NTU Festival of Learning




There are still a few places left for the three-day Festival of Learning organised by Nottingham Trent University’s Trent Institute for Learning and Teaching (TILT). Our theme is ‘Creating Communities’ and you can view the programme and register until the end of this week on the event page.

To celebrate and showcase our unique communities we are holding events at each of our sites:

The events will take place as follows:

·         27 June: Annual Learning and Teaching Conference, City site.

·         28 June pm: Confetti event

·         29 June am: Brackenhurst event

·         29 June pm: Clifton event

Programme highlights include:

Ø  Tuesday 27 June, City: listen to Professor Liz Thomas on engaging diverse student communities; and we’ll have a student-led panel discussion

Ø  Wednesday 28 June, Confetti: discover how partnerships with the TV, Music and Game industries can enhance learning and teaching

Ø  Thursday 29 June, Brackenhurst: find out how colleagues build inclusive learning communities that support international students, BTEC students, student parents, and all our students from a diverse range of backgrounds

Ø  Thursday 29 June, Clifton: experience indoor, outdoor, virtual and global spaces that can enhance learning and build community

Click here to go to the event page where you can register for any or all parts of the Festival. Transport between sites will be provided on 29 June. The deadline for registrations is 23 June.

If you have any questions please contact Tim Suffield (0115 848 2304) or Catherine Gillam (0115 848 4375), in the Centre for Academic Development and Quality.

I look forward to seeing you there.

Kind regards


Tim Suffield

Learning and Teaching Adviser

Ext: 82304

Centre for Academic Development and Quality


TILT Festival of Learning. 27-29 June 2017

Booking now open


Tuesday, 13 June 2017

FW: Call for contributions - Active Learning Conference 11 & 12 September


On the afternoon of 11 September we’re offering pre-conference Master Classes in: SCALE-UP (Student-Centred Active Learning Environment with Upside-down Pedagogies), Team-based learning (TBL) and TEAL (Technology-Enhanced Active Learning).

The main conference will be opened on 12 September by Professor Mike Sharples, Chair in Educational Technology Learning and Teaching Innovation, Open University, whose keynote address will focus on ‘Designs for Active Learning’. 

The conference will link Team-Based Learning at University of Bradford, SCALE-UP at Nottingham Trent University and Anglia Ruskin University’s active learning practices as part of a HEFCE Catalyst funded project to address barriers to student success, hence the main conference is free to delegates from HEFCE funded institutions, while there is a modest £100 fee for those from other institutions.

Conference aims:

·         introduce active learning approaches through master classes;

·         share good practice in using and embedding active learning approaches in the curriculum;

·         provide opportunities to learn new skills and techniques.


Call for Proposalswe’re particularly interested in proposals which focus on:

·         innovative teaching methods

·         engaging students in collaborative learning

·         improving retention and progression

·         supporting differential learning outcomes

·         improving attendance, and participation 

·         enhancing student experience and satisfaction


The deadline for submissions is 15 June 2017



Book your place for the main conference event on 12 September. 

(Bookings for the Master Classes will open shortly).

Many thanks


Best wishes






Dr Jaki Lilly, CertEd, DMS, PhD, University Teaching Fellow, PFHEA

Academic Lead: Academic and Professional Development


Anglia Ruskin University, East Road, Cambridge CB1 1PT 

Anglia Learning & Teaching, 2nd Floor, Abbeygate House

Learning Development Services


| T: +44 (0) 845 196 2783 | Internal ext. 2783

| W:


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