Our annual learning and teaching conference, Engage, celebrates learning, teaching and assessment-related activities across our University. The conference includes keynotes, workshops and paper presentations.
Our 2019 conference will take place on 25 June in Cambridge. For more information on times, venues and how to book, please visit the event page.
In the meantime, take a look at the resources from the keynotes and presentations from our 2018 conference.
View the illustrations © by Matthew Brazier and Natalie Eldred
Professor Iain Martin
Professor Neil Morris, University of Leeds
View the slides
Please see below for resources from all other presenters.
The student engagement Dashboard tool allows students to compare their level of engagement with the course average. Conflicting research suggests that upward social comparisons (i.e. a comparison with someone performing better) either has positive (i.e. inspirational) or harmful effects (i.e. decreased academic self-competence) on students. In our ALT- funded project, we asked ARU students to imagine a fictional Dashboard display that was a reflection of their own engagement and report their predicted grade. Students were either presented with data showing they were performing above, below or the same as the course average. We measured students’ self-esteem and their motivation to engage.
Annelie is a social psychologist interested in the psychology of justice. Her research considers how people react to victims and instances of misfortune.
Helen researches how experienced and novice drivers’ brains process the road environment, as well as how the brain processes our own face and other familiar faces.
Virtual reality (VR) is becoming increasingly prevalent in a range of contexts, including medicine, entertainment, education and cultural heritage projects (e.g. Argyriou et al., 2017). VR has significant potential as a tool for producing engaging learning materials and for promoting the development of empathy and self-reflection skills. However, to date, these applications remain underexplored in practice and underreported in the research literature. This talk will discuss the theory, opportunities, obstacles, and tools necessary to bridge this gap and provide concrete examples of how, at Anglia Ruskin, VR has already been used to improve teaching and learning.
Paul is a Learning Technologist at FHSCE. He has 25 years of teaching experience and holds an M.A. in Creative Media Practice in Education. He is an award-winning materials writer, teacher trainer, graphic designer, and book illustrator. Paul’s research interests include educational technology, digital games, and embodied cognition.
The HEA’s ‘What works?’ retention project identified that induction impacts retention and success in three ways: a) socialisation, b) developing confidence and academic skills and c) developing relationships with staff, so students are more comfortable to approach them later (Thomas, 2012). Our aim was to look at existing induction activities and support offered to new students in the Business School and to see how it can be developed further. We collaborated with Student Services, ARU colleagues, and current students on three specific activities that we piloted during our extended Welcome induction in January 2018. In this session, we share what we learned from this experience.
Natalie is a lecturer in financial accounting and management decision making and a researcher in postgraduate education and public sector finance.
Nicola is the acting Student Engagement Advisor based at our Cambridge campus, part of the Student Engagement and Placements team at LAIBS. Prior to joining ARU in 2013, Nicola worked in the private sector developing and offering opportunities to European students to broaden their employability experience and skillset through educational and placement experiences in Ireland.
Research argues that authentic assessments focus on students using and applying knowledge and skills in scenarios relating to the real world. The project seeks fluid mechanisms to integrate contributions from industry experts through distance and blended learning. Helen, Eugene and John have worked with industry experts in publishing and creative writing to produce a number of 15 minute videos to be integrated into the digital delivery of the modules. This presentation will report on our key findings on both the preparation of these videos and their integration into Canvas.
Helen is a Senior Lecturer of Creative Writing. Her first collection of fiction Hair Side, Flesh Side won the Sydney J Bounds Award in 2013, and Gifts for the One Who Comes After, her second collection, won the World Fantasy Award and the Shirley Jackson Award in 2015. She is the Course Leader for the MA Publishing and the new MA Science Fiction and Fantasy.
Eugene teaches and researches Shakespeare, Renaissance drama, children’s literature, history of the book, and masculinity studies.
John is Learning Technologist at AHSS.
This project aimed to develop an Employability Tracker, which would allow students to track their employability activities throughout their course. It was to be linked to the Personal Tutor system, in an attempt to enhance both systems and make them more purposeful. The tracker was to be based on a modified version of the Researcher Development Skills Diagnostic matrix used by ARU PGR students, which allows mapping of key skills and knowledge at different stages, and integrates an action plan allowing students to improve and enhance their skills. Unfortunately, the project was unsuccessful and, in this session, we explore the reasons why.
Sebastian is Head of the Department of English and Media. His research interests are the sociolinguistic and discourse analytic aspects of multilingualism, migration, and ethnic and cultural identities.
Sarah an applied linguist who is interested in the areas of semantics, sociolinguistics, discourse analysis and pedagogy. She is the Deputy Director of Studies in the Department of English and Media, AHSS.
The need to improve student engagement is an important issue in higher education. Reasons for poor student engagement are not fully understood and often rely on anecdotal evidence, such as poor attendance. Understanding the learning and attendance behaviour of students helps to create a stimulating learning environment where students want to become actively involved in learning activities both inside and outside of the classroom. The aim of this research is to evaluate the effectiveness of a implementing a novel active learning curriculum, which includes Team-Based Learning and personalised learning logs, on improving engagement in foundation year student cohorts.
Nicky is a Senior Lecturer in the Faculty of Medical Sciences and maintains registration with the HCPC as a Biomedical Scientist (infectious diseases). She is completing her Professional Doctorate, where she is evaluating the effectiveness of a novel active learning curriculum which includes Team-Based Learning and personalised learning logs.
This workshop will focus on the design of an active learning pedagogy that combines self-assessment and peer-instruction. Participants will experiment with constructing meaningful questions, which can maximise learning in the classroom, and support students in assessing their own competences. We will explore how a student response system can facilitate interaction between teachers and students. In the second part of the workshop, we will discuss methods to analyse the data collected through a student response system. The effectiveness of the pedagogy will be evaluated through simple measures of learning gain, confidence gain, and their association. The workshop will focus on a module in Introductory Macroeconomics at the University of East Anglia, but the principles of the pedagogy are not discipline-specific and can be applied in different many fields.
Fabio is a Senior Lecturer in Macroeconomics and the Teaching Director of the School of Economics at the University of East Anglia. He received a National Teaching Fellowship award in 2017 for his work on student self-efficacy. Fabio is a multiple HEA award winner, and recently led a University-wide national project on Piloting and Evaluating Measure of Learning Gain funded by HEFCE. His research interests encompass various dimensions of Higher Education policy and practice, including student self-efficacy, self-assessment and the widening participation agenda.
MARC (Module Average Result Calculator) is an online tool that allows students to calculate their current average mark and indicates what average mark they need to attain in remaining modules in order to obtain a given degree classification. MARC is currently being piloted as part of an ongoing research project with Law and Psychology L6 students (AHSS & FSE). We'll present the outcomes from the research project, as well as providing an opportunity to examine the potential benefits of this type of tool. We'll explore how this tool can support the progression and achievement of our students, as well as offering delegates the opportunity to:
Damien has worked at Anglia Ruskin University since May 2008, in a number of different roles. I first had the idea for a degree calculator whilst working as a student adviser in 2011, and the MARC research project has afforded me the opportunity to fully explore a project I have been developing in my own time and with my own resources.
Julian is Principal Lecturer in Academic Development, Faculty of Science & Technology.
This workshop will consider how to apply innovate teaching practices to maximise student learning in practical-based sessions, creating an opportunity for staff from across the institution to share their best practice and consider ways to improve their own teaching practice. The workshop will consider:
Mat is a Deputy Head of Department in Sport and Exercise Sciences. He is passionate about ensuring staff have the opportunity to share the innovate approaches they adopt in their learning and teaching, creating an environment where we can learn from each other.
The ‘Jigsaw’ technique was pioneered in the US school system in the 1970s, based on the premise that cooperation motivates students and promotes learning (Aronson and Patnoe, 2011). It is now increasingly valued in Higher Education as an Active Learning method. Lecturers at Harvard, for example, are being encouraged to adopt the Jigsaw and other similar techniques through the Ablconnect initiative (2018), in subjects as diverse as Biology, Literature, Healthcare and Engineering. This interactive workshop will demonstrate how Jigsaw-style activities work, and offer a range of practical ideas for adapting this method for your own teaching.
David is an experienced teacher and teacher trainer, based in the Anglia Ruskin University Language Centre. His background is in Communicative Language Teaching and he also lecture on degree modules in Sociolinguistics and Pragmatics. He has published a range of interactive teaching materials with both Oxford University Press and Cambridge University Press.
Stephanie is a teacher, lecturer and teacher educator who has extensive experience both in the UK and overseas. She is Director of the Anglia Ruskin University Language Centre, and teaches degree modules on Phonology and English Language Teaching Methodology. As a freelance writer, she has authored various online teacher training programmes and print books.
The session will describe how students’ views were used to shape how Canvas has been delivered at ARU. The process started with feedback on sites in the old VLE. Important in this was students’ desire for a standard look-and-feel and structure, which fed into our design of templates for Canvas module sites. As we approached Canvas implementation, we ran workshops with students to find out how they would be likely to use sites and how frequently they used features in the old VLE. This was followed by further consultation once Canvas was live, which in turn will inform future developments.
Uwe is the Academic Lead for Distance and Online Learning and leads the Workstream for Academic Adoption of Canvas and Student Experience.
Julian is Principal Lecturer in Academic Development, Faculty of Science & Technology.
The central research question of this study was: What are the qualitatively different ways undergraduate students experience 'teaching excellence' in higher education? By undertaking a study into undergraduate students’ conceptions of teaching excellence, it was hoped that a contribution would be made towards the use of qualitative and quantitative data to enhance the quality of teaching at ARU. By applying a rigorous qualitative approach, students’ conceptions of ‘teaching excellence’ have been identified and it is hoped that they will be utilised in the context of faculty or university-wide interventions. In this session, Mike will share the findings of this project.
Mike is Senior Lecturer in Higher Education Studies at FHSCE. His research explores variation in the ways academics and students experience processes and interactions in higher education.
This session will explore how the use of 360-degree video supports reflective pedagogical practice. Nicola will begin by presenting findings from research undertaken with education students in which they reflected on their practice whilst watching 360-degree video recordings through a VR headset. Results suggest that the immersive experience of reflecting using 360-degree video becomes an intermediary to real-life classroom settings, supporting students to produce reflections which show a better appreciation of pupil engagement and learning. Nicola will suggest that 360-degree video has significant potential to transform the way we reflect and go on to explore implications for practice in HE.
Nicola is an experienced educator and teacher educator in both secondary and higher education settings. She is currently Senior Lecturer in Education and Course Leader of the BA Primary Education Studies in Cambridge. She has a particular interest in environmental and sustainability education, as well as the use of immersive technologies for supporting pedagogical practice.
Research with sports coaching practitioners suggests that ‘reflective conversations’ play a key role in learning from experience, with context an important moderating factor. This project aims to implement theory-led ‘reflective conversations’ between student coaches and a tutor throughout an online distance learning module, and evaluate how reflective skill development can be initiated, supported and sustained. Thirteen reflective conversations were recorded to ‘track’ learning processes across the module. Students reported a positive experience regarding the delivery format. Processes involved in learning will be discussed with the aim of enhancing future evidence-based provision and learning gain.
Anna is a Senior Lecturer in Sports Coaching and PE in the Department of Sport and Exercise Sciences, with research interests in coaches’ learning and education.
Ed is the Learning Design and Development Manager at the Football Association and Visiting Lecturer at the University of Hull. Ed’s main area of expertise is in coaching pedagogy where he has published extensively in the sub-disciplines of coaching behaviour, and children’s engagement and association in sport and physical activity.
Anglia Ruskin Business School established an intern programme in 2014. It is built on three cornerstones: a personal mentor, a ‘vital skills’ training package, and work experience opportunities which facilitate students working as collaborators. The aim is to give our students the best possible opportunity to raise awareness of, and develop their skill-set and knowledge of employability…and build their own ‘e-factor’ in a safe and supportive community environment!
This presentation will showcase the value and impact of the intern programme and invite discussion around how we can future-proof our students for known (and unknown) future work/life challenges.
Donna, Student Engagement Manager (LAIBS), was part of the delivery team who won the ARU Vice Chancellor’s Award in May 2016, and later won a CATE Finalist Award (2016) from the Higher Education Academy for its contribution to student experience, engagement, and employability.
Dissertation processes are as much about students learning as their assessment. In encouraging student independence supervisors risk overlooking students’ legitimate needs for support with processes and practice. Rather than being a hard problem, the author argues that dissertations represent soft problems – neither student nor tutor can fully anticipate what the problem is, or what the solution might look like. Checkland’s Soft Systems Methodology (SSM) offers a range of conceptual devices to help shape agreement. This session explores how tools from SSM can support and guide the required processes of divergence and convergence, to increase student autonomy and heighten success.
Paul has been supervising undergraduate and postgraduate dissertations for over 20 years, and has teaching experience including Swiss, American and Dutch accredited HEI’s and four UK institutions. Paul uses systems thinking concepts to support his own dissertation students, and presents these here. Currently Paul supports the Canvas implementation in FST.
The ARU+ project aims to explore the implications of establishing a design approach in documenting the interactions of learners with the various ‘learning opportunities’ offered by the institution in terms of the formal curriculum and co-curriculum. Establishing a systematic approach in designing, delivering, assessing and accrediting these learning opportunities could significantly enhance the student experience of an ARU graduate. This added value can be realised by defining a broader set of criteria in a variety of developmental dimensions and accrediting learner engagement and attainment.
George is a Senior Learning Technologist with extensive experience in designing, implementing and evaluating technologies for learning, teaching and assessment within higher education. Recent work includes the development of a model, processes and tools for embedding digital literacy in the curriculum through the use of a bespoke digital literacy framework and Technology Enhanced Learning (TEL) interventions designed to develop the digital literacy of learners and teachers.
Vix and Chris will discuss the Adobe Creative Cloud Suite offering at ARU: from the applications all students and staff have available on their desktops and in open access spaces, to the specialist systems that support teaching. This session will guide you through accessing many of these applications through the Adobe Creative Cloud Work from Home offering, and where to get the best training and development. There are new apps and services to explore, as well as an outline of some of the widely used systems Adobe has to offer from Photoshop, InDesign, and Illustrator to the new Adobe XD and the lighter phone applications.
Vix is the university IT Skills Manager. The IT Training Team deliver and facilitate learning interventions for staff IT Skills development, including face-to-face, online learning, and instructional videos format.
Chris is the University Academic IT Services Manager. The Academic IT Services team provide all round student support and management of IT facilities and specialist software in our computer-equipped teaching spaces, and operate an extensive media equipment loans and facilities service.
The workshop proposes a holistic sustainable framework to identify all aspects of students’ and graduates’ employability and discusses ways to measure these. Heike will first present various definitions of employability and discuss implications for the framework. She will then introduce the framework by using examples of specific student groups. Finally, Heike will discuss the activities of the Careers Services and their implications on the employability of these specific groups of students and graduates.
Heike works as a research fellow for the LEGACY project at the University of Warwick. She looks at employability gain of students and identifies ways to it. Previously, she worked for the prestigious Futuretrack project where she analysed students’ pathways into and out of higher education.
The Centre for Innovation in Higher Education (CIHE) is a unique multi-disciplinary initiative established in 2017 to support the development of pedagogic innovations in three key areas: digital futures, active learning, and design thinking pedagogies. Come and learn how CIHE will enhance the scholarship of teaching and learning, including learning gain, at ARU. The session will include a workshop in which participants can:
Emma is Research Fellow at the Centre for Innovation in Higher Education at Anglia Learning & Teaching. She carries out individual and collaborative research into innovative pedagogic approaches including design thinking in teaching and learning, pedagogies of inclusion, and learning gain.
Simon is acting director of the Centre for Innovation in Higher Education as well as Principal Lecturer in Academic Development at Anglia Learning & Teaching and Faculty of Health, Social Care & Education.
Maddy and Deborah are PhD students at the Centre for Innovation in Higher Education.
This workshop is a hands-on exploration of how you can use Canvas Quizzes to engage your students and support their learning through thoughtful quiz questions and useful feedback. In this workshop we will examine aspects of good (and bad) question design including feedback, explore Canvas quiz setup options, and review results. At the end of the workshop, you will be able to:
Kate is Learning Technology Specialist in Anglia Learning & Teaching. She provides staff development and support across ARU in the use of Canvas and the Sharepoint VLE. Kate has particular responsibility for the management and use of the Questionmark platform, which has provided the ARU online quiz engine since 2011–12.
Participants will be asked to complete a reading prior to the workshop, on which the Readiness Assurance Tests will be based, followed by an interactive application exercise. This session is ideal for those who are new to TBL, and want to see what it can offer their classrooms.
Jill is an academic practitioner with a focus on human resource development, enhancing teaching and learning in higher education, corporate engagement and contemporary research to enhance the wellbeing of individuals at work.
International students play an essential role in our university. Some embrace the experience and thrive in a new academic climate, but a significant minority struggle and don’t fulfil their potential due to a number of different reasons. This study uses both qualitative and quantitative data to track the success of international students and offers some conclusions and advice on how to improve their experience, both in the classroom and also the wider context of the university.
Rebecca is Course Leader for the Language Services Unit and is involved with curriculum organisation and teaching on all levels. Her research interests include bilingualism and the experience of the Chinese student in the Western Higher Education system.
Jason has worked for over 20 years at ARU. He is involved in pre-sessional and in-sessional teaching, including English Language modules. He is also a team leader for Cambridge English for Speakers of Other Languages and Cambridge International Examinations exams and an external examiner for Japanese and pre-sessional programmes.
Julian and Linda, together with attendees, will discuss student retention and completion using the ALT Student Retention Canvas site. With some sobering statistics in mind, they'll highlight a number of current and planned initiatives. These initiatives are not only aimed at improving those statistics but also at creating a better educational experience for all students from pre-arrival to completion.
Linda is Academic Developer for Anglia Learning & Teaching.
Julian shares his time between Anglia Learning & Teaching and the Faculty of Science & Technology as Principal Lecturer in Academic Development.
Liz and Bek will present their interim findings from a piece of action research on how first year students responded to a pre-welcome day event we designed to help them with, and understand more about, their experiences of the 'transition' from school to university. They suggest their findings offer food for thought and future planning to create the best environment for students to settle, want to stay, and do well at ARU. This presentation is of interest to those looking at how to integrate personal tutoring more effectively into your students' time with us.
Bek and Liz are, respectively, a dyslexia support advisor and a lecturer in sociology and both have extensive experience in the classroom and in one to one work with students. They designed this project as a piece of action research after realising, from their respective daily contact with students, that both parties experience the boundaries between the 'pedagogical' and the 'pastoral', and between ' home', 'school' and 'university' very differently. Their collaboration is intended to learn more about these boundaries and how they might be best recognised and traversed.
Most universities consider they have a social purpose and at ARU we 'define our success by the positive impact we have on the lives of our students and the communities we serve' (Designing our Future 2017–2026). This presentation reflects on the requirements and the challenges of the practical implementation of a type of higher education which addresses this purpose. Specifically it focuses on the need for graduates to tackle the complex challenges and opportunities which characterise the 21st century and who can become influential citizens who value their physical and human environments and appreciate that they have a responsibility to foster and sustain these. This type of education involves addressing the learning content, outcomes, pedagogy and the learning environment (UNESCO 2016) and places special demands on learning, teaching and assessment, many of which fit poorly within the confines of a knowledge based modular system. Alison will present a series of case studies which illustrate some of the practical ways in which key elements of this type of learning can be delivered as part of the curriculum and extra-curriculum.
Alison is Director of Education for Sustainability (EfS) at Anglia Ruskin University and leads the EfS research theme at the Global Sustainability Institute (GSI). She is also Course Leader for the MSc Sustainability.
A key element in the enhancement of the student experience is to develop and maintain teaching excellence. To this end, since 2016/17, ARU has been building a pedagogic research community. It is supported by a website and online directory, informal monthly seminars across campuses, and writing retreats. The intention is to continue capacity building over the coming years to build funding opportunities, cross-disciplinary networks, shared facilities and resources. Furthermore, the success of the community has directly resulted in the creation of the new Centre for Innovation in Higher Education.
Simon is acting director of the Centre for Innovation in Higher Education as well as Principal Lecturer in Academic Development at Anglia Learning & Teaching and Faculty of Health, Social Care & Education.
Mark is Research Fellow at Anglia Learning & Teaching.
There is much debate as to the meaning of employability skills (Brown et al 2003, Yorke 2006, Holmes 2013) and the role of Higher Education in building such skills (Sin & Neave 2016, Collett et al 2015), and yet the expectation on universities to ensure appropriate graduate employment outcomes remains high. ARU London is primarily a Widening Participation faculty, with the majority of its 4,000 undergraduate students being returners to education with complex lives outside of university, and a mixed employment history. This session explores ARUL’s Employability Scheme introduced in September 2017 based upon building capabilities (Finch et al 2015). It will outline the Scheme, how it is operating, and the experiences to date.
Following 13 years working as a senior academic at ARU, including three years as a Head of Department within the Business School, David joined LCA as a senior lecturer and academic advisor in 2007. He has filled the role of initially Executive Dean and latterly Principal since 2010. David’s research interest is graduate employability.
Degree Apprenticeships typically contain elements that are outside a “normal” degree course – for example the requirement to demonstrate progress towards the knowledge, skills and behaviours expected in the apprentice’s profession, or the expectation of a three-way partnership between the university, apprentice and employer. Some of these elements can be delivered via an ePortfolio. This session will explore how the LDS Distance Learning team have used MyShowcase to develop an ePortfolio for apprentices.
Tom is Head of Department for Degrees at Work and Glen is Distance Learning Online Content Technician for the LDS Distance Learning Operations team.
Our evidence-informed and strategic approach to the integration of Canvas into the Faculty of Medical Science is about transforming learning and delivering sustainable enhancement to the student/staff experience. Specifically, and at the highest level, it has positively impacted on: (1) curriculum design and delivery, (2) student assessment literacy, (3) communication and (4) structuring independent learning.
In this session, we will reflect on our journey, share our strategy for success and engage participants in the debate on best practice. Furthermore, and linked to our vision for digital transformation, we will share our vision for the future aligned to the transformative challenges presented by the HE sector.
Mark is a highly experienced academic in medical science whose research interests and publications span science (osteoarthritis, cell signalling and microscopy) and education (mobile learning, assessment and digital literacy). In December 2016, the Higher Education Academy awarded Mark a National Teaching Fellowship.
Lindsey is a learning technologist in Faculty of Medical Science at Anglia Ruskin. She has taken a lead role in developing and embedding the use of learning technologies across our Faculty. She also represents our Faculty to support our university’s digital strategic aims to enhance learning, teaching and assessment.
James is LMS Support Officer for FMS, supporting Canvas rollout. He supports the rollout by planning and conducting training, developing eLearning materials and supporting academics.
George specialises in technologies for learning, teaching, and assessment with a particular interest in digital literacy development and student analytics. Research interests include digital literacies/competences, curriculum development and quality assurance, student metrics/analytics and technology-enhanced assessment.
ARU has been expanding Team-Based Learning (TBL) since the initial pilot in 2015, with support from a national project funded by the Office for Students. We will discuss barriers to scaling up TBL across the institution, and propose solutions. The workshop will use TBL-style application exercises to share practice. We will present some of the barriers identified by the project at ARU and our partner institutions, as well as comments from Twitter from across the sector. We will also discuss some of the solutions implemented at ARU and signpost support available for continued expansion.
Uwe is Academic Lead for Distance and Online Learning at Anglia Learning & Teaching. Uwe has led on TBL since 2015 including the initial pilots and is a co-investigator of the OfS project evaluating the impact of scaling up TBL.
Rachel is Academic Developer for Active Collaborative Learning, funded by the Office for Students project within Anglia Learning & Teaching.
This workshop is the culmination of a University Teaching Fellowship project on innovations in assessment and feedback, which included a collaboration between drama lecturers and students at ARU and Middlesex University. The workshop will explore how drama methodologies can be used to involve staff teams and students in reviewing, critiquing and changing assessment and feedback strategies. The methodologies and indeed many of the findings of this project are transferable across subject areas, so this workshop will facilitate discussion on a wide range of assessment issues.
Heather is Senior Lecturer in Drama, University Teaching Fellow, and Learning and Teaching Adviser for MPA. Her practice and research focuses on applied drama and devised theatre; with publications on reminiscence theatre, audience reception, contemporary devising companies, and adaptation. Heather established The Reminiscence Theatre Archive at the University of Greenwich.
Charlotte joined Middlesex University as a visiting lecturer in 2011 and became Lecturer in Applied Theatre and Performance in October 2012. She is a playwright and has worked as a writer, theatre practitioner and teacher in community contexts for several years. She has also spent time as a visiting lecturer at Leicester University and the University of Greenwich.
In this session Beatriz and Michelle will offer a taster of a workshop they have developed as part of a new Masters module in Design Thinking. The workshop will offer a method to aid study skills, and promote peer learning. The method aids sense-making and critical reception in the comparison of multiple texts. The examples we will look at in the workshop will be related to learning and teaching in in Higher Education, but the principle can transfer to any topic.
Beatriz and Michelle have been collaborating to develop a cross-faculty module, shared between LAIBS and Cambridge School of Art. Together, their research spans drawing-based methods for learning, teaching and research.
In 2015, ARU launched its first Accessible Templates and Guides for Microsoft Word and PowerPoint, and also provided Guidelines for Accessible PDFs. This workshop will present some of the rationale behind it, lessons learnt over the past three years, and provide hands-on training and discussion on some key aspects.
Jennifer is Academic Lead: Learning Technologies and Digital Media at Anglia Learning & Teaching. She has created accessible templates (Word, PowerPoint) and written a Guide to Accessible PDF. She works across faculties and services on making all the information we provide to students inclusive and accessible.
Professor Aletta Norval