active learning, Active Online Reading, annotation, asynchronous, critical reading, digital literacy, digital reading, Dissemination, history, large classes, Lincoln, lockdown, online reading, pandemic, pedagogy, publication, QAA, reading, skills, sources, Talis, Talis Elevate, UCL | Leave a Comment on New Publication: Promoting Active Engagement with Text-Based Resources in Large First-Year Modules in History

New Publication: Promoting Active Engagement with Text-Based Resources in Large First-Year Modules in History

Getting students actively engaging with reading in large classes can be challenging and was doubly so during pandemic lockdowns. This new publication from the Active Online Reading project outlines some of the ways that colleagues teaching large first year courses at UCL and the University of Lincoln sought to address these challenges. Abstract: In largeContinue reading New Publication: Promoting Active Engagement with Text-Based Resources in Large First-Year Modules in History

Active Online Reading, annotation, Collaboration, critical reading, digital reading, E-learning, Keele, online reading, QAA, reading, skills, social annotation, students, Talis, Talis Elevate | Leave a Comment on Confidence is key: Building students’ academic reading literacies through collaborative annotation

Confidence is key: Building students’ academic reading literacies through collaborative annotation

In this guest post, Aimee Merrydew, a Curriculum Developer at Keele University, shares her experiences and reflections on teaching using a collaborative annotation approach in the School of English there. We hope that you enjoy the post! I spend a lot of my time helping students to understand the differences between reading texts for funContinue reading Confidence is key: Building students’ academic reading literacies through collaborative annotation