Discover Resources by Tags: alpine

Powerpoint presentation bringing to light some recent research and tricky/controversial conservation conflict topics. This is to encourage students to debate and think out loud in class, but also take some poignant messages/topics home with them. This presentation is followed up with discussions on the VLE and also gears up for their second assignment.

A 'good practice case-study' on using video feedback to engage with student discussions in modules using asynchronous delivery methods.

The open-access digital artefact was created with the SDGs in mind. There are four taught modules, each developed by the expertise of that international lecturer(s), as follows: 1. Indigneous Research Methodologies, or 'original ways of knowing' was written by Canadian Aamjiwnaang elder and author David Plain. Through this module, Plain describes the different processes Indigneous Canadians follow to research an answer to a query or problem, and how this decolonised Worldview can bring distinct perspectives and entries into a problem. Today, at the NWH UHI, Gaidhealtachd research methods are being mapped and published as evidence of this team-created module. 2. The module Educational Research in an Online Environment was developed by Prof. Frank Rennie and Dr. Gareth Davies at the UHI. Because the funder was Canadian, Rennie and Davies were unable to receive direct salary funding for the development of this module, so I worked with a Post-graduate research student in eLearning, Thu Le, from Vietnam, who acted as their researcher and writer. As a result, the content was all published within the same year, 2021-2022, making it extremely current, and with the bilingual help of Thu Le, it also crossed three continents. For those wishing to train new Pgs in online research, this is an excellent module that can be exported. 3. Stewardship in education, and particularly food security, is of premier importance to Prof. Clinton Beckford of Jamaica and his research student Loretta Sbrocca. If you are working in sustainability, this module serves to address most of the SDG research in the area. It also provides readings from one of the World's experts in race-conscious education and place-based food security. Prof. Beckford and I travelled several institutional battles together, and for those that have served on international research teams, this module serves as a model of community communication. 4. Where would open-access learning, or global stewardship be without reciprocity? The final taught module in this developed digital artefact is, Educational change and Reciprocal learning, led by Prof. Shijing Xu and her international research team. Xu is an expert in how classes, and educational groups, can exchange knowledge reciprocally. This module not only covers how educational research exchange typically manifests itself between international groups, but also what types of information is likely to be disseminated and exchanged when a group from SE China, for example, spends working time with a group from Ontario, Canada. Anyone who wishes to know how knowledge moves, should read this module.

This Module Leader Guide incorporates guidance on teaching-related processes and technologies for both new and existing staff at the Centre for History, UHI. It includes advice on day-to-day, weekly and semester-to-semester tasks, provides instructions with screen shots for using technologies, and provides sample email templates and other templates for standardised information. The reason for the development of this document was to consolidate information in one place. It was first designed in 2018 and has been updated annually with any new information and additional content based on staff feedback and requests (the version provided is the 2023-24 version). The Module Leader Guide has already been shared by the Humanities Scheme by our SNL as an exemplar. It is particularly useful for guidance on co-ordinating team-taught modules, coming into the module leader role for the first time, or undertaking infrequent tasks that occur only once or twice a year. I hope that others will find elements of this guide useful in their own development of good practice in creating a suitable learning environment for their students through the support of their staff.

LTA good practice case study Theme: Assessment and feedback

This is a full description of the Language Activism [Iomairteachd Chànain] element of the Gaelic and Communication course, a language learning task designed drawing on research into the Scéimeanna Cónaithe (Irish-Language residential schemes) at Irish universities. This task is designed to help students develop their identities and confidence as active Gaelic speakers outside of class and to strengthen our unique Gaelic immersion environment at Sabhal Mòr Ostaig. It is anticipated that this material could be of use to educators teaching Gaelic to university students anywhere in Scotland and could be employed in a variety of educational contexts, including at English-medium universities where Gaelic is taught as a subject.

This is a 26-minute PowerPoint presentation, recorded in Webex, offering the findings of a 10-month dissertation research project relating to teacher education.

ALPINE Digital Artefact. Visual PowerPoint tool for development routes for professional services staff.

This document provides a brief overview of reading list approach and examples.

Being a reflexive practitioner can be challenging for many, especially when it comes to having the time and space to allow for true, honest reflection. Throughout the Graduate Apprenticeship BA Early Learning and Childcare we have been developing the use of the E portfolio for recording our reflexive practice (which is a core part of each year of the degree). Below are links to recordings of a session we held to share the benefits of this tool.

A LibGuide to library resources, website, organisations and videos to support students during challenging times

This resource can be used in two ways by anyone who may wish to implement the Ten Minute Tuesday idea themselves. Firstly, it outlines how the project will run and be managed, therefore it can be used as a guide to set up the project prior to launching. It can then be adapted for use, as was intended; to present to staff/student groups by way of introducing the concept and gathering suggestions in an opening session.