Items where Year is 2023

"The National Teaching Repository is an open access online searchable database where tried and tested strategies ‘that work’ can be housed and harvested. A space where colleagues can upload and share teaching resources, pedagogical research, approaches and ideas. Their innovations and strategies and in doing so not only help others, but gain recognition and be acknowledged for and e able to evidence of the impact of their work in practice."

PowerPoint to accompany LTA staff development session Dec. 2023 - the presentation focuses on the pedagogical benefits of ePortfolios in general but lists Mahara in the title because it was delivered prior to a demonstration of creating journals and collection pages in Mahara.

A planning tool to incorporate Learning for Sustainability into a learning and teaching schedule.

This case study considers how qualitative mapping methods and experiential walks can be applied in a classroom setting to support students to understand core social science concepts. The case study highlights that experiential walks not only can help students to understand the mechanisms of systemic social inequalities but also can lead to a more lively, interactive classroom setting.

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.

This package contains a collection of interactive tutorials for and built with the R statistical software. They introduce some of the topics for the module in a simplified environment.

https://pureadmin.uhi.ac.uk/admin/workspace.xhtml

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.

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

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

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.

This is an infographic model for face to face, blended or fully online residency design. It aims to provide a representation and guide map for any member of staff who might deliver a complex task-based residency and aims to provide a visual model that could be shared with participants

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

A 60-90 minute workshop to allow the learners to have a better understanding of who they are, how they have demonstrated the positives of in their lives and how this can act as a motivator moving forward.

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.

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

How to customise your Page Not Found text.

A selection of videos created in MediaL to support the use of EdShare. Demonstrations of uploading zipped packages, HTML packages and files. The live URL links are in the section below called 'URLs' Uploading a zipped batch of files: https://stream.uhi.ac.uk/Play/36416 Uploading an HTML/Forge package: https://stream.uhi.ac.uk/Play/36414 Uploading adding a file to an exiting resource: https://stream.uhi.ac.uk/Play/36413 Uploading a single file: https://stream.uhi.ac.uk/Play/36405 Introduction: https://stream.uhi.ac.uk/Play/36403 How to do a simple search: https://stream.uhi.ac.uk/Play/36458

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.

Meta Skills resource

a collection to test updating resource metadata in a collection

An image of planes in the sky by alancs

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

A collection of guides, templates etc for the Mahara ePortfolio system

Training and reference resource for academic and quality staff at UHI.

Guide for new applicants to all Centre for History MLitt programmes.

PGT Pre-entry Guides, Student Handbooks, Referencing and Assessment Guides etc.

Just some stuff form a variety of sources

EdShare guide package

A guide as to where to find resources on ClickView and how to access them. Poster format - would be useful in Libraries and other public areas.

A collection of guidance material for UHI staff

collection of ITDI Images

Guidance and content for use of Skills Plus (competency based reflections) in Brightspace ePortfolio tool

Course (created by UHI EDU, written by Anni Donaldson, funded by AMOSSHE Scotland) designed to develop an understanding of the nature, extent and impact of Gender-based violence (GBV); to demonstrate how GBV affects staff and students in colleges and universities; and to offer guidance on responding sensitively to disclosures.

Scott's Test Collection