academic literacy, active learning, Active Online Reading, assessment, critical reading, digital literacy, digital reading, good practice, history, instrumentalism, learning design, online reading, pedagogy, QAA, reading, student researchers, students, Talis | 2 Comments on What I’ve learnt from reading about reading (so far)

What I’ve learnt from reading about reading (so far)

The next in our series of student researcher reflections on reading is from Rachel Bartley (UCL). Rachel shares her thoughts on how her own reading practices and preferences relate to what she’s learnt from conducting a literature review of reading (online and in print). Reading the literature about reading best-practice, annotation and technology for thisContinue reading What I’ve learnt from reading about reading (so far)

constructive alignment, learning design, learning outcomes | Leave a Comment on Pandemic Pedagogy – Redesigning for online teaching, or Why learning objectives aren’t a waste of time

Pandemic Pedagogy – Redesigning for online teaching, or Why learning objectives aren’t a waste of time

This post is part of History UK’s Pandemic Pedagogy project. For more about the initiative, follow HUK’s blog and Twitter feed. In this post I want to spend a little bit of time thinking in quite general terms about the process for turning face-to-face teaching into an online or blended format. I’ll suggest that rethinkingContinue reading Pandemic Pedagogy – Redesigning for online teaching, or Why learning objectives aren’t a waste of time